Toolkit to Promote Professional Learning Communities in Chinese Schools

This paper presents findings and impact evidence from a UK DfID/ESRC funded project “Improving Teacher Development and Educational Quality in China” which links to the UKFIET conference sub-themes of Enabling Teachers... [ view full abstract ]

This paper presents findings and impact evidence from a UK DfID/ESRC funded project “Improving Teacher Development and Educational Quality in China” which links to the UKFIET conference sub-themes of Enabling Teachers (factors that facilitate sustainable teacher learning and development after initial training) and Assessing Teaching and Learning for Sustainable Development (how can teachers be supported to use evidence to improve their practice). The research investigates the existence and relevance of professional learning communities (PLCs) to promote student outcomes and teacher development in Chinese senior secondary schools and these findings have been used to create a toolkit for Chinese teachers to enhance PLCs in their own school. Both quantitative and qualitative data has been analysed including interviews and focus groups with 90+ stakeholders and a survey of 17,000+ teachers in three regions. The PLC toolkit was created after consultation with Chinese teachers (November 2016), summarising key evidence from four detailed case study schools, selected on the basis of “value added effectiveness” and rural/urban location and identifying best practice in how PLCs are evaluated and supported in Chinese schools.  This approach responds to stakeholder views indicating that the “western” PLC concept is seen as highly relevant by stakeholders but needs to be adapted and sustainable for the Chinese and local contexts. Overall, the project seeks to provide quality data to enhance understanding of teacher development and learning, how these aspects relate to school effectiveness and improvement in China and how sustainable teacher development can be promoted. The findings are discussed in terms of educational policy and practice in mainland China and internationally, focusing on the processes of enabling teachers and promoting student outcomes in different aspects and contexts, and implications for the post 2015 education agenda.