Abstract:
Professional learning communities among teachers and schools have been envisioned as a mechanism
for development, knowledge building and implementation. However the formation of an effective
learning community is more complex than giving teachers a project and asking them to share a
room. This paper reports a synergistic interaction between a model of pedagogy and action learning,
including peer observation, that involved 82 schools participating in a wide variety of projects. For
most schools, these projects were successful in initiating action learning and promoting teacher
development. The authors believe that this innovation generates insights into ways that the building
of community, which is central to this type of learning, can be enhanced.
