Publications Archive - LEAFP - Leading and Facilitating PLC in Schools

Student Professional Learning Communities (S-PLCs): PHV at the Graz Primary School Congress 2024 – Proceedings chapter now available (Open Access)

Katharine Rümmele — Thu, 05 Feb 2026 09:16:30 +0000

As part of the LeaFaP consortium, University of Education Vorarlberg presented its work on Student Professional Learning Communities (S-PLCs) at the Graz Primary School Congress 2024 (Grazer Grundschulkongress).

We are pleased to share that the contribution is now published in the official conference proceedings—and the full volume is open access and freely available.

In the chapter, Silvia Pichler, Katharine Rümmele, and Anne Frey discuss S-PLCs as a collaborative format supporting student teachers’ competence development and their engagement with key developmental tasks during practicum phases. Based on qualitative analyses of student action plans, the chapter highlights how structured peer exchange, feedback, and guided reflection can foster professional growth—while also noting typical challenges such as time demands and developing skills for constructive feedback.

Open-access download (full proceedings): http://bit.ly/3NWqKTL

Der Beitrag Student Professional Learning Communities (S-PLCs): PHV at the Graz Primary School Congress 2024 – Proceedings chapter now available (Open Access) erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

Activities to Set Up PLCs and Facilitate Inquiry & Reflection

Katharine Rümmele — Thu, 12 Jun 2025 06:59:28 +0000

As part of our Erasmus+ project, we have developed a comprehensive set of structured activities to support leaders and facilitators of Professional Learning Communities (PLCs) in fostering inquiry-based and reflective professional learning.

The activities are organized across seven key dimensions that are central to effective collaboration in schools: Relational, Communication, Collaboration, Learning and Knowledge Building, Inquiry and Reflection, Organizational, and Digital.

They are designed for use by student teachers, experienced educators, and school leaders alike. Each activity is grounded in current research and offers practical approaches to strengthen professional dialogue, deepen collaborative learning, and connect theory with everyday teaching practice.

These resources are freely available for download and can be used in both in-person and online PLC settings. We invite educators across Europe to explore and integrate them into their PLC work to support reflective, inquiry-driven school development.

Relational Dimension

Activity	Focus	Stage of PLC development	Download
Laying the foundation: Building trust and collaboration in our PLC	Building connections: Initial activity to strengthen interpersonal relationships and collaboration among members of a PLC	Beginning of PLC development	01_Relational_German 01_Relational_English 01_Relational_Greek 01_Relational_Spanish 01_Relational_Norwegian
Walk in my shoes: Mapping emotions to grow empathy	Exploring Empathy Through Emotional Mapping: Building attitude of PLC participants’ regarding Empathy	Start of PLC development	02_Relational_English 02_Relational_German 02_Relational_Greek 02_Relational_Spanish 02_Relational_Norwegian
Openness begins with one and grows with many	Team Building	Early Stage of PLC development	03_Relational_English 03_Relational_German 03_Relational_Greek 03_Relational_Spanish 03_Relational_Norwegian
Meta in motion: From talking to thinking about talking	Reflecting team – a common source and starting point for meta-communication	Middle stage of PLC development	04_Relational_English 04_Relational_German 04_Relational_Greek 04_Relational_Spanish 04_Relational_Norwegian

Communication Dimension

Activity	Focus	Stage of PLC development	Download
The power of questions: Navigating misunderstandings and sparking insight	Using language to avoid misunderstandings and enhance reflection (I): Clarifying and probing questions	Early Stage of PLC development	05_Communication_English 05_Communication_German 05_Communication_Greek 05_Communication_Spanish 05_Communication_Norwegian

Collaboration Dimension

Activity	Focus	Stage of PLC development	Download
Knowledge map: Making our strengths visible	Making the skills and resources of the group visible	Early or middle stages of PLC development	06_Collaboration_English 06_Collaboration_German 06_Collaboration_Spanish 06_Colllaboration_Greek 06_Collaboration_Norwegian

Learning and Knowledge Building Dimension

Activity	Focus	Stage of PLC development	Download
Reflect, choose, evolve: Evaluating actions through inquiry	Becoming aware of the choice and evaluation of actions based on inquiry and reflection	Middle stage of PLC development	07_Learning and Knowledge_Englisch 07_Learning and Knowledge Building_Greek 07_Learning and Knowledge building_Spanish 07_Learning and Knowledge_German 07_Learning and Knowledge building_Norwegian

Inquiry and Reflection Dimension

Activity	Focus	Stage of PLC development	Download
Uncovering what matters: Exploring needs and challenges	Exploration of PLC participants’ needs/challenges regarding the initial issue of concern/interest	Start of PLC development	08_Inquiry and reflection_English 08_Inquiry and reflection_German 08_Inquiry and Reflection_Greek 08_Inquiry and reflection_Spanish 08_Inquiry and reflection_Norwegian
Beyond the question: Verifying the effectiveness of clarifying and probing questions	Using language to avoid misunderstandings and enhance reflection (II): Verifying the effectiveness of clarifying and probing questions to avoid misunderstandings and enhance reflection	Early stage of PLC development	09_Inquiry and reflection_English 09_Inquiry and reflection_German 09_Inquiry and Reflection_Greek 09_Inquiry and reflection_Spanish 09_Inquiry and reflection_Norwegian
Explore. Reflect. Decide: Building an informed PLC culture	Introducing inquiry and reflection as prerequisites for making informed decisions in a PLC	Middle stage of PLC development	10_Inquiry and reflection_English 10_Inquiry and reflection_German 10_Inquiry and Reflection_Greek 10_Inquiry and reflection_Spanish 10_Inquiry and Reflection_Norwegian
From actions to insights: Unpacking classroom incidents	Refinement of the inquiry process and analysis	Middle stage of PLC development	11_Inquiry & Reflection_Greek 11_Inquiry and reflection_English 11_Inquiry and reflection_German 11_Inquiry and Reflection_Spanish

Organizational Dimension

Activity	Focus	Stage of PLC development	Download
Making it work: Organizing the what, why, and how of effective collaboration	Organizational Elements – Organizing what, why and how?	Early Stage of PLC development	12_Organizational_English 12_Organisational_Spanish 12_Organisational_German 12_Organizational_Greek 12_Organisational_Norwegian
Getting organized: How far have we come?	Organizational Elements – How well have we improved in the organizational dimension?	Middle stage of PLC development	13_Organizational_English 13_Organisational_Spanish 13_Organizational_Greek 13_Organizational_German 13_Organisational_Norwegian

Digital Dimension

Activity	Focus	Stage of PLC development	Download
Human connection in digital spaces: Engaging online PLCs	Engaging Participants and Building a Trustful Atmosphere in Online PLCs	Start of PLC development	14_Digital Dimension_english 14_Digital Dimension_Greek 14_Digital dimension_Spanish 14_Digital_German 14_Digital Dimension_Norwegian
Working smarter together: Digital strategies for team success	Team Management and Work Organization in Virtual and Hybrid Environments	Start of PLC development	15_Digital Dimension_english 15_Digital Dimension_Greek 15_Digital dimension_Spanish 15_Digital_German 15_Digital dimension_Norwegian
Tidy up, tune in: Decluttering for a more focused virtual PLC	Using a Virtual Environment for decluttering a PLC	Any stage of PLC development	16_Digital Dimension_english 16_Digital Dimension_Greek 16_Digital_German 16_Digital_Spanish

Der Beitrag Activities to Set Up PLCs and Facilitate Inquiry & Reflection erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

📢 Bald verfügbar: Neue Veröffentlichung zu PLGs am 15. Mai 2025

Katharine Rümmele — Mon, 12 May 2025 06:25:59 +0000

Open Access (kostenloser Download)
Inklusive Materialpool mit über 100 Seiten

Professionelle Lerngemeinschaften stellen eine lernorientierte Form der Zusammenarbeit dar, aus der gemeinsame Weiterentwicklung hervorgeht. Längst gehört daher das Format auch zum Lernarrangement der Führungskräfte-fortbildung. Im Rahmen des Projekts ProLeiKiGs wurden Professionelle Lerngemeinschaften nun im Kita-Feld mit Leitungspersonen und Fachkräften sowie in der Kooperation Kita-Grundschule erprobt. Der Band stellt die konzeptionellen Grundlagen und die Anleitung zur praktischen Umsetzung einer Professionellen Lerngemeinschaft auf Basis der wissenschaftlichen Begleitforschung vor.

Open Access (free download)
Includes a resource pool with over 100 pages

Professional learning communities represent a learning-oriented form of collaboration that fosters joint development. As such, this format has long been part of leadership training programs. Within the framework of the ProLeiKiGs project, professional learning communities have now been tested in the early childhood education sector with leaders and practitioners, as well as in the context of cooperation between early childhood settings and primary schools. The volume presents the conceptual foundations and practical guidance for implementing a professional learning community, based on accompanying scientific research.

Verfügbar unter folgendem Link / Access the publication here:

https://bit.ly/3GLoRWj

Der Beitrag 📢 Bald verfügbar: Neue Veröffentlichung zu PLGs am 15. Mai 2025 erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

Literature Review

Katharine Rümmele — Sun, 20 Apr 2025 15:42:17 +0000

The aim of the following synopsis is to systematize specific empirical experiences and conceptual ideas that are being discussed in the international discourse, mainly in European countries. We offer these insights to show how the concept of PLCs is laid out and particularly moderation, leadership or guidance of PLCs should be designed so that an exchange among PLC-members takes plane that promotes learning and development and a reflective approach to the challenges of school practice which leads to innovation in school.

On the basis of reviews of selected papers from several discourses an international overview of conceptual ideas on the field of “leading and facilitating PLCs for inquiry & reflection” is put together.

Download available: The full reports related to the literature review are available for download further down on this page.

International Report – English

LeaFaP_International_Report_Literature_Review_ENGLISH

Kansteiner, K., Barrios, E., Louca, L., Avgitidou, S., Rümmele, K., Emstad, A. B., Constantinou, M., Frick, E., Frirdich, G., Iliopoulou, K., Joos, K., Knutsen, B., Sanchidrián, C., Sapounidis, T., Theurl, P., Torres, M., & Welther, S. (2024). Leading and facilitating professional learning communities – Mapping the theoretical foundation by an international literature research. LeaFaP Project. https://www.leafap.eu/

This international literature review from the LeaFaP project explores the theoretical and practical dimensions of leading and facilitating Professional Learning Communities (PLCs) across Europe and the U.S. It synthesizes findings from six national reports, focusing on definitions, leadership and facilitation roles, and strategies for effective implementation. Key themes include inquiry, reflection, and collaboration, as well as challenges such as sustaining dialogue and addressing structural constraints. The report proposes a framework to guide PLC leadership with relevance for professional development and educational policy.

USA – English

LeaFaP_USA_Literature_Review_ENGLISH

Louca, L. T., & Constantinou, M. (2023). Literature review on leading and facilitating professional learning communities – in USA. LeaFaP Project. https://www.leafap.eu/

This literature review explores the roles of leadership and facilitation in developing and sustaining Professional Learning Communities (PLCs) in the U.S. educational context. Based on seven empirical studies, it highlights the importance of distributed leadership, trust, collaborative inquiry, and reflective practice. The review examines how leadership—particularly from principals and teacher leaders—shapes professional development and teaching outcomes. It also discusses challenges such as adaptability during crises (e.g., COVID-19) and the need for supportive structures. Ultimately, the findings emphasize PLCs’ transformative potential when grounded in trust, shared vision, and ongoing reflection.

Spain – English & Spanish

LeaFaP_Spain_Literature_Review_ENGLISH

Barrios, E., Torres, M., & Sanchidrián, C. (2023). Literature review on leading and facilitating professional learning communities in Spain and Spanish-speaking countries. LeaFaP Project. https://www.leafap.eu/

LeaFaP_Spain_Literature_Review_SPANISH

Barrios, E., Torres, M., & Sanchidrián, C. (2023). Revisión de literatura sobre el liderazgo y la facilitación de Comunidades Profesionales de Aprendizaje en España y países de habla hispana. Proyecto LeaFaP. https://www.leafap.eu/

This literature review examines research and policy on the leadership and facilitation of Professional Learning Communities (PLCs) in Spain and Spanish-speaking Latin America. Based on eight key sources, it explores how PLCs are initiated, supported, and sustained. Key themes include the roles of inquiry and reflection, differentiated support by leaders and facilitators, and structural or cultural challenges. The review emphasizes how collaborative inquiry fosters innovation and professional growth, offering strategies for PLCs at different development stages. It ends with recommendations for inquiry- and reflection-based leadership and facilitation.

Greece – English & Greek

LeaFaP_Greece_Literature_Review_ENGLISH

Avgitidou, S., Iliopoulou, K., & Sapounidis, T. (2023). Literature review on leading and facilitating professional learning communities in the Greek speaking world. LeaFaP Project. https://www.leafap.eu/

LeaFaP_Greece_Literature_Review_GREEK

Αυγίτιδου, Σ., Ηλιοπούλου, Κ., & Σαπουνίδης, Τ. (2023). Ηγεσία και διευκόλυνση επαγγελματικών κοινοτήτων μάθησης στον ελληνόφωνο κόσμο: Βιβλιογραφική ανασκόπηση. Έργο LeaFaP. https://www.leafap.eu/

This literature review explores how Professional Learning Communities (PLCs) are conceptualized, implemented, and supported in the Greek-speaking world. Based on seven empirical studies, it examines the roles of facilitators and school leaders in initiating and sustaining PLCs, with particular attention to inquiry and reflection processes. While inquiry is addressed in various forms, structured support for reflection is often assumed rather than explicitly described. Challenges include time constraints, rigid school structures, and varying levels of readiness among participants. The review highlights the importance of shared leadership, trust, and context-sensitive facilitation for effective and sustainable PLCs.

Norway – English & Norwegian

LeaFaP_Norway_Literature_Review_ENGLISH

Emstad, A. B., & Knutsen, B. (2023). Literature review on leading and facilitating professional learning communities – in Norway. LeaFaP Project. https://www.leafap.eu/

LeaFaP_Norway_Literature_Review_NORWEGIAN

Emstad, A. B., & Knutsen, B. (2023). Litteraturgjennomgang om ledelse og tilrettelegging av profesjonelle læringsfellesskap – i Norge. LeaFaP-prosjektet. https://www.leafap.eu/

This literature review explores how leadership and facilitation practices support Professional Learning Communities (PLCs) in Norway. Drawing on eight academic articles and three books, it identifies three primary PLC settings: internal school-based groups, development project groups, and those linked to continuing education. Central themes include inquiry-based reflection, the importance of structured support, and the dual role of leaders as facilitators and colleagues. Challenges include fostering critical reflection, ensuring psychological safety, and bridging individual learning with collective school development. The review emphasizes that trained facilitators and flexible structures are key to sustaining effective PLCs.

Austria, Germany, Switzerland – English & German

LeaFaP_Austria_Germay_Switzerland_Literature_Review_ENGLISH

Rümmele, K., Theurl, P., & Frick, E. (2023). Literature review on leading and facilitating professional learning communities – in the German speaking area. LeaFaP Project. https://www.leafap.eu/

LeaFaP_Austria_Germay_Switzerland_Literature_Review_GERMAN

Rümmele, K., Theurl, P., & Frick, E. (2023). Literatur Review zur Leitung und Förderung Professioneller Lerngemeinschaften im deutschsprachigen Raum. LeaFaP-Projekt. https://www.leafap.eu/

This literature review analyzes how Professional Learning Communities (PLCs) are led and facilitated in German-speaking countries. Drawing on academic studies and Master’s theses, the review identifies the central role of school leadership in initiating, supporting, and sustaining PLCs. Key elements include structured support, collaborative inquiry, reflective dialogue, and the use of both internal and external facilitators. Projects like KidZ Vienna and DigitUS highlight the importance of flexible structures, knowledge partners, and trained multipliers. Challenges include limited empirical research, time constraints, and the need for role clarity. Effective PLCs rely on distributed leadership, a supportive culture, and embedded reflection processes.

Further European Countries – English & German

LeaFaP_Further_Countries_Literature_Review_ENGLISH

Kansteiner, K., Frirdich, G., Welther, S., & Joos, K. (2024). Literature review on leading and facilitating professional learning communities – in selected European countries. LeaFaP Project. https://www.leafap.eu/

LeaFaP_Further_Countries_Literature_Review_GERMAN

Kansteiner, K., Frirdich, G., Welther, S., & Joos, K. (2023). Literaturreview zur Leitung und Förderung Professioneller Lerngemeinschaften – in ausgewählten europäischen Ländern. LeaFaP-Projekt. https://www.leafap.eu/

This literature review examines how Professional Learning Communities (PLCs) are conceptualized and supported in selected European countries beyond the project consortium. Based on studies from Great Britain, Finland, Sweden, Estonia, the Netherlands, Ireland, and Switzerland, it explores varied PLC models and the roles of internal leaders and external facilitators. Key themes include collaborative reflection, inquiry-based learning, and action research. The review highlights conditions, leadership practices, and facilitator skills that support sustainable professional learning, stressing the balance between autonomy and guidance and the use of research-based methods.

Der Beitrag Literature Review erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

Focus Group Interviews

Katharine Rümmele — Fri, 20 Dec 2024 11:33:38 +0000

The aim of the following reports is to provide a comprehensive overview of empirical experiences and conceptual insights related to leading and facilitating Professional Learning Communities (PLCs). Our analysis explores challenges and needs in PLC moderation, leadership, and facilitation that encourage reflective dialogue and learning among members, leading to school innovation. Based on focus group interviews with educational staff and student teachers from Austria, Cyprus, Germany, Greece, Norway, and Spain, the insights are compiled in our International Report. You can access this report, along with the corresponding national reports, below.

Download available: The full reports related to the focus group interviews are available for download further down on this page.

International Report – English

LeaFaP_International_Report_Focus Groups_ENGLISH

Barrios, E., Torres-Sánchez, M., Sanchidrián, C., Kansteiner, K., Louca, L., Avgitidou, S., del Arco, R., Gallego, M. M., Emstad, A. B., Frick, E., Iliopoulou, K., Knutsen, B., Lang, P., Rümmele, K., Stylianidou, E., & Theurl, P. (2024). International report on PLC leaders’ and facilitators’ experiences, practices, challenges and needs. LeaFaP Project. https://www.leafap.eu/

This international report presents findings from focus groups and interviews with 99 school leaders, facilitators, and student teachers from Austria, Cyprus, Germany, Greece, Norway, and Spain. It explores roles, practices, competencies, and challenges in leading and facilitating Professional Learning Communities (PLCs). Key themes include relational, collaborative, reflective, and organizational dimensions of effective PLC work. The report identifies support needs for in-person and online PLCs and stresses the importance of tailored training programs. It contributes practical insights for designing professional development aimed at sustainable, inquiry-driven PLC leadership and facilitation.

Spain – English & Spanish

LeaFaP_Spain_Focus Groups_ENGLISH

Barrios, E., Torres-Sánchez, M., Sanchidrián, C., Gallego-García, M. M., & del Arco, R. (2024). Focus group report on PLC leaders’ and facilitators’ practices and needs – Spain. LeaFaP Project. https://www.leafap.eu/

LeaFaP_Spain_Focus Groups_SPANISH

Barrios, E., Torres-Sánchez, M., Sanchidrián, C., Gallego-García, M. M., & del Arco, R. (2024). Informe de España sobre prácticas y necesidades de líderes y facilitadores de CPA – Estudio con grupos focales. Proyecto LeaFaP. https://www.leafap.eu/

This report presents findings from Spanish focus groups with student teachers, school leaders, and external facilitators involved in Professional Learning Communities (PLCs). Student teachers valued emotional safety, structured meetings, and reflection, though time constraints were challenging. School leaders emphasized shared leadership, communication, and strategic vision. Facilitators highlighted accompaniment, reflective practice, and strong relationships, while noting time limitations and varying teacher motivation. Across all groups, the need for training in leadership, facilitation, and collaboration—especially for online settings—was a recurring theme.

Greece – English & Greek

LeaFaP_Greece_Focus Groups_ENGLISH

Avgitidou, S., & Iliopoulou, K. (2024). Focus group report on PLC leaders’ and facilitators’ practices and needs – Greece. LeaFaP Project. https://www.leafap.eu/

LeaFaP_Greece_Focus Groups_GREEK

Αυγητίδου, Σ., & Ηλιοπούλου, Κ. (2024). Έκθεση ομάδων εστίασης για τις πρακτικές και τις ανάγκες ηγετών και διευκολυντών ΕΚΜ – Ελλάδα. Έργο LeaFaP. https://www.leafap.eu/

This report presents findings from interviews and a focus group with Greek PLC facilitators and one school leader. It explores the practices, competencies, and challenges of supporting Professional Learning Communities (PLCs). Facilitators emphasized trust-building, reflective dialogue, action research, and context-sensitive strategies. The school leader highlighted inclusive leadership, shared pedagogical principles, and the importance of communication and collaboration. Challenges included systemic rigidity, limited collaboration culture, and dual evaluator roles. The report underscores the need for training in inquiry-based facilitation and online collaboration tools.

Norway – English & Norwegian

LeaFaP_Norway_Focus Groups_ENGLISH

Emstad, A. B., Knutsen, B., Rødset, A., Unstad, K. H., Haaland, M., & Hansen, R. G. (2024). Focus group report on PLC leaders’ and facilitators’ practices and needs – Norway. LeaFaP Project. https://www.leafap.eu/

LeaFaP_Norway_Focus Groups_NORWEGIAN

Emstad, A. B., Knutsen, B., Rødset, A., Unstad, K. H., Haaland, M., & Hansen, R. G. (2024). Fokusgruppeintervjuerapport om PLF-ledere og fasilitatorers praksiser og behov – Norge. LeaFaP-prosjektet. https://www.leafap.eu/

This report summarizes four Norwegian focus group interviews with PLC leaders and facilitators. Participants include experienced academics, school leaders, and newly appointed principals. Key themes include reflective practice, inquiry-based leadership, the importance of trust, and differentiated facilitation strategies. Challenges include role complexity, time constraints, and group dynamics. Training needs vary, but all value professional support networks, clear models, and tools. Online PLC facilitation is seen as both flexible and demanding. Effective PLC leadership requires curiosity, communication skills, and the ability to balance structure with relational sensitivity.

Austria – English & German

LeaFaP_Austria_Focus Groups_ENGLISH

Theurl, P., Rümmele, K., & Frick, E. (2024). Focus group report on PLC leaders’ and facilitators’ practices and needs – Austria. LeaFaP Project. https://www.leafap.eu/

LeaFaP_Austria_Focus Groups_GERMAN

Theurl, P., Rümmele, K., & Frick, E. (2024). Bericht zu Praktiken und Bedarfen von PLG-Leitungen und Moderator:innen – Fokusgruppenstudie Österreich. LeaFaP-Projekt. https://www.leafap.eu/

This report summarizes Austrian focus group findings from PLC leaders, student teachers, and faculty members. Key themes include the dual role of lecturers as leaders and facilitators, the importance of trust and democratic values, and the role of structured reflection. Student teachers valued guidance but also expressed interest in shared leadership, especially in later semesters. Challenges included the evaluator–facilitator role conflict, time constraints, and fostering open dialogue. Online PLCs offered flexibility but required digital skills and trust-building. Participants called for targeted training in facilitation, communication, and democratic leadership.

Germany – English & German

LeaFaP_Germany_Focus Groups_ENGLISH

Kansteiner, K., & Lang, P. (2024). Focus group report on PLC leaders’ and facilitators’ practices and needs – Germany. LeaFaP Project. https://www.leafap.eu/

LeaFaP_Germany_Focus Groups_GERMAN

Kansteiner, K., & Lang, P. (2024). Bericht zu Praktiken und Bedarfen von PLG-Leitungen und externen Begleitungen – Fokusgruppenstudie Deutschland. LeaFaP-Projekt. https://www.leafap.eu/

This report presents focus group findings from Germany, based on interviews with student teachers and external facilitators of PLCs. Students highlighted the importance of structure, trust, democratic processes, and support through reflection and impulses. Challenges include role conflicts, time constraints, and limited clarity around the PLC concept. External facilitators emphasized organization, role distribution, reflective dialogue, and the inquiry-based approach. Both groups stressed the need for targeted training in facilitation, especially regarding online PLCs, communication, and the development of trust-based collaboration.

Cyprus – English

LeaFaP_Cyprus_Focus Groups_ENGLISH

Louca, L., & Stylianidou, E. (2024). Focus group report on PLC leaders’ and facilitators’ practices and needs – Cyprus. LeaFaP Project. https://www.leafap.eu/

This report presents findings from structured interviews with three experienced external facilitators of PLCs working in public education in Cyprus. The facilitators describe their roles in promoting reflection, collaboration, and collective goal setting in PLCs across all school levels. Key themes include the need for differentiated support, the role of the facilitator as a “critical friend,” and strong communication and trust. Challenges include time constraints, lack of incentives, resistance to change, and the difficulty of promoting reflection. The report highlights the importance of continuous professional development, peer support, and adaptability—especially in online settings.

Der Beitrag Focus Group Interviews erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

Conceptual Framework

Katharine Rümmele — Wed, 20 Nov 2024 17:06:50 +0000

Explore our Conceptual Framework for Facilitating Professional Learning Communities (PLCs), designed to guide educators in effectively leading collaborative groups. This framework provides a structured approach to fostering inquiry, reflection, and continuous professional development within educational settings.

Download available: Download the full PDF to gain insights into the roles, strategies, and best practices essential for successful PLC facilitation.

International – English

LeaFaP_Conceptual Framework_ENGLISH

Kansteiner, K., Barrios, E., Avgitidou, S., Emstad, A. B., Louca, L., & Theurl, P. (2024). Conceptual framework for the facilitation of Professional Learning Communities (PLCs). LeaFaP Project. https://www.leafap.eu/

This conceptual framework outlines the key principles for facilitating Professional Learning Communities (PLCs) based on international research and field experience from the LeaFaP project. It defines facilitation roles and highlights core competencies such as communication, reflection, inquiry, and collaboration. Key dimensions include the facilitator’s relational, organizational, and democratic responsibilities, along with strategies for managing heterogeneity and promoting inquiry-based learning. The framework also addresses digital facilitation, ethical standards, and contextual factors across educational systems. It provides a foundation for the development of training programs tailored to future PLC facilitators.

Spanish Version

LeaFaP_Conceptual Framework_SPANISH

Kansteiner, K., Barrios, E., Avgitidou, S., Emstad, A. B., Louca, L., & Theurl, P. (2024). Marco conceptual para la facilitación de Comunidades Profesionales de Aprendizaje (CPA). Proyecto LeaFaP. https://www.leafap.eu/

Este marco conceptual describe principios clave para la facilitación de Comunidades Profesionales de Aprendizaje (CPA), basado en investigaciones internacionales y experiencias del proyecto LeaFaP. Define los roles del facilitador y las competencias esenciales: comunicación, reflexión, indagación y colaboración. Aborda dimensiones relacionales, organizativas y democráticas, así como estrategias para gestionar la heterogeneidad y fomentar el aprendizaje basado en la indagación. También se incluyen aspectos sobre la facilitación digital, estándares éticos y factores contextuales. El documento sirve como base para diseñar programas de formación dirigidos a futuros facilitadores de CPA.

German Version

LeaFaP_Conceptual_Framework_GERMAN

Kansteiner, K., Barrios, E., Avgitidou, S., Emstad, A. B., Louca, L., & Theurl, P. (2024). Konzeptioneller Rahmen der Begleitung/Moderation Professioneller Lerngemeinschaften. Deutschsprachige Übersetzung des Conceptual Framework PLC Facilitation des LeaFaP-Projekts. LeaFaP-Projekt. https://www.leafap.eu/

Der konzeptionelle Rahmen des LeaFaP-Projekts beschreibt zentrale Prinzipien für die Moderation und Begleitung Professioneller Lerngemeinschaften (PLGs). Basierend auf Forschung und praktischen Erfahrungen identifiziert er sieben Dimensionen, die für eine wirksame Facilitation relevant sind – darunter Kommunikation, Reflexion, Kooperation, Organisation, digitale Kompetenzen und demokratische Verantwortung. Das Dokument dient als Grundlage für die Qualifizierung von Moderator:innen und liefert Impulse für eine forschungsbasierte, kontextbewusste und inklusive PLG-Praxis in Schule und Lehrer:innenbildung.

Greek Version

LeaFaP_Conceptual_Framework_ GREEK

Kansteiner, K., Barrios, E., Avgitidou, S., Emstad, A. B., Louca, L., & Theurl, P. (2024). Εννοιολογικό πλαίσιο για τη διευκόλυνση Επαγγελματικών Κοινοτήτων Μάθησης (ΕΚΜ). Έργο LeaFaP. https://www.leafap.eu/

Το παρόν έγγραφο παρουσιάζει το εννοιολογικό πλαίσιο για τη διευκόλυνση και την υποστήριξη Επαγγελματικών Κοινοτήτων Μάθησης (ΕΚΜ) στο πλαίσιο του έργου LeaFaP. Βασισμένο σε διεθνή έρευνα και πρακτική εμπειρία, περιγράφει βασικές αρχές, ρόλους και δεξιότητες των διευκολυντών. Δίνεται έμφαση στην επικοινωνία, την αναστοχαστική πρακτική, τη συνεργατική μάθηση, τις δημοκρατικές διαδικασίες και τη διαχείριση της ετερογένειας. Το πλαίσιο παρέχει μια δομημένη βάση για την επαγγελματική ανάπτυξη όσων υποστηρίζουν και ηγούνται ΕΚΜ.

Norwegian Version

LeaFaP_Conceptual_Framework_NORWEGIAN

Kansteiner, K., Barrios, E., Avgitidou, S., Emstad, A. B., Louca, L., & Theurl, P. (2024). Konseptuelt rammeverk for fasilitering av profesjonelle læringsfellesskap (PLF). LeaFaP-prosjektet. https://www.leafap.eu/

Dette dokumentet presenterer det konseptuelle rammeverket for fasilitering av Profesjonelle Læringsfellesskap (PLF) som er utviklet i LeaFaP-prosjektet. Basert på internasjonal forskning og praktisk erfaring, beskriver det sentrale prinsipper, roller og kompetanser for fasilitatorer. Det legges vekt på kommunikasjon, refleksjon, samarbeid, digital støtte og demokratisk ledelse. Rammeverket gir grunnlag for profesjonell utvikling og utforming av opplæring for fremtidige PLF-fasilitatorer.

Der Beitrag Conceptual Framework erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

Learning Outcomes

Katharine Rümmele — Sun, 20 Oct 2024 16:19:24 +0000

Discover the Learning Outcomes for Facilitating Professional Learning Communities (PLCs), which outline the key skills and competencies needed for effective PLC leadership. These outcomes are designed to equip facilitators with the tools necessary to support collaborative learning and reflective practice.

Download available: Download the PDF to explore the essential knowledge areas and abilities that drive successful PLC facilitation.

International – English

LeaFaP_Learning Outcomes_ENGLISH

Barrios, E., Torres-Sánchez, M., Avgitidou, S., Kansteiner, K., Theurl, P., Emstad, A. B., Gallego, M. M., del Arco, R., & Sanchidrián, C. (2024). Learning outcomes for the facilitation of Professional Learning Communities (PLCs). LeaFaP Project. https://www.leafap.eu/

This learning outcomes framework defines the essential knowledge, skills, and attitudes for facilitating Professional Learning Communities (PLCs), based on international research and fieldwork from the LeaFaP project. It covers seven key dimensions: relational, communication, collaborative, organizational, digital, learning and knowledge-building, and reflection and inquiry. Core competencies include effective communication, democratic leadership, critical reflection, and change management. The framework also emphasizes the use of digital tools, self-assessment of the facilitator role, and the need for tailored professional development to support reflective and inquiry-driven PLCs.

Spanish Version

LeaFaP_Learning Outcomes_SPANISH

Barrios, E., Torres-Sánchez, M., Avgitidou, S., Kansteiner, K., Theurl, P., Emstad, A. B., Gallego, M. M., del Arco, R., & Sanchidrián, C. (2024). Resultados de aprendizaje para la facilitación de Comunidades Profesionales de Aprendizaje (CPA). Proyecto LeaFaP. https://www.leafap.eu/

Este marco de resultados de aprendizaje define conocimientos, habilidades y actitudes clave para la facilitación de Comunidades Profesionales de Aprendizaje (CPA), basado en investigación internacional y en la experiencia del proyecto LeaFaP. Se abordan siete dimensiones fundamentales: relacional, comunicativa, colaborativa, organizativa, digital, de aprendizaje y de reflexión e indagación. El documento resalta competencias esenciales como la comunicación efectiva, el liderazgo democrático, la reflexión crítica y la gestión del cambio. También enfatiza el uso de herramientas digitales, la autoevaluación del rol del facilitador y la necesidad de formación continua adaptada al contexto educativo.

Greek Version

LeaFaP_Learning Outcomes_GREEK

Barrios, E., Torres-Sánchez, M., Avgitidou, S., Kansteiner, K., Theurl, P., Emstad, A. B., Gallego-García, M. M., del Arco, R., & Sanchidrián, C. (2024). Μαθησιακά αποτελέσματα για τη διευκόλυνση Επαγγελματικών Κοινοτήτων Μάθησης (ΕΚΜ). Έργο LeaFaP. https://www.leafap.eu/

Το παρόν πλαίσιο μαθησιακών αποτελεσμάτων του έργου LeaFaP καθορίζει τις βασικές γνώσεις, δεξιότητες και στάσεις που απαιτούνται για τη διευκόλυνση Επαγγελματικών Κοινοτήτων Μάθησης (ΕΚΜ). Βασισμένο σε διεθνή έρευνα και εμπειρική εργασία, το πλαίσιο περιλαμβάνει επτά διαστάσεις: διαπροσωπική, επικοινωνιακή, συνεργατική, οργανωτική, ψηφιακή, μάθησης και γνώσης, καθώς και αναστοχασμού και διερεύνησης. Στόχος είναι η επαγγελματική ανάπτυξη των διευκολυντών και η ενίσχυση της κριτικής και αναστοχαστικής πρακτικής στις ΕΚΜ.

Norwegian Version

LeaFaP_Learning Outcomes_NORWEGIAN

Barrios, E., Torres-Sánchez, M., Avgitidou, S., Kansteiner, K., Theurl, P., Emstad, A. B., Gallego-García, M. M., del Arco, R., & Sanchidrián, C. (2024). Læringsutbyttebeskrivelser for fasilitering av profesjonelle læringsfellesskap (PLF). LeaFaP-prosjektet. https://www.leafap.eu/

Dette dokumentet presenterer læringsutbyttebeskrivelser for fasilitatorer av profesjonelle læringsfellesskap (PLF) basert på internasjonal forskning og erfaringer fra LeaFaP-prosjektet. Rammen dekker syv sentrale dimensjoner: relasjonell, kommunikasjon, samarbeid, læring og kunnskapsbygging, refleksjon og utforskning, organisasjon og digital kompetanse. For hver dimensjon beskrives relevante kunnskaper, ferdigheter og holdninger. Dokumentet danner grunnlaget for opplæring og profesjonell utvikling rettet mot fasilitering av utforskende og refleksjonsbaserte PLF.

German Version

LeaFaP_Learning Outcomes_GERMAN

Barrios, E., Torres-Sánchez, M., Avgitidou, S., Kansteiner, K., Theurl, P., Emstad, A. B., Gallego-García, M. M., del Arco, R., & Sanchidrián, C. (2024). Lernergebnisse für die Schulung von PLG-Moderator:innen [Deutschsprachige Übersetzung]. LeaFaP-Projekt. https://www.leafap.eu/

Dieses Dokument definiert die zentralen Lernergebnisse für die Schulung von Moderator:innen Professioneller Lerngemeinschaften (PLG). Basierend auf internationaler Forschung und Praxis im LeaFaP-Projekt beschreibt es sieben Kompetenzdimensionen: Beziehung, Kommunikation, Kollaboration, Organisation, digitale Kompetenzen, Lernen/Wissensaufbau sowie Reflexion und Inquiry. Für jede Dimension werden Wissen, Fähigkeiten und Haltungen formuliert, die zur professionellen, reflexiven und forschungsorientierten PLG-Moderation befähigen sollen.

Der Beitrag Learning Outcomes erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

Guideline for Practical Orientation

Katharine Rümmele — Fri, 20 Sep 2024 16:38:24 +0000

Download our Guideline for practical orientation about PLCs/Leading & Facilitation to access practical strategies for establishing and sustaining effective PLCs. This document offers insights into the key roles, inquiry practices, and organizational aspects necessary for fostering collaboration and reflective practice within educational settings. It also includes guidance on utilizing digital tools for online collaboration. This guideline is a valuable resource for educators and facilitators aiming to drive continuous improvement in teaching and learning.

Download available: The full document is available as a PDF below.

International – English

LeaFaP_Guideline_ENGLISH

Arcos de Torres, R. M., Carmona Maqueda, J. L., Corpas Martos, A., Gallego García, M. M., Avgitidou, S., Kansteiner, K., Emstad, A. B., Knutsen, B., Barrios Espinosa, E., Sanchidrián Blanco, C., & Torres Sánchez, M. (2024). Guideline for the practical orientation about PLC L&F. LeaFaP Project. https://www.leafap.eu/

This guideline offers practical orientation for facilitating and leading Professional Learning Communities (PLCs). Based on scientific literature and empirical data from the LeaFaP project, it outlines key PLC concepts, facilitation roles, and the importance of inquiry and reflection. It aims to bridge theory and practice for facilitators and education professionals by highlighting essential competencies, trust-building strategies, and structured collaboration. The guide is particularly useful for PLC facilitators but also relevant for teachers, school leaders, and other stakeholders.

Spanish Version

LeaFaP_Guideline_SPANISH

Arcos de Torres, R. M., Carmona Maqueda, J. L., Corpas Martos, A., Gallego García, M. M., Avgitidou, S., Kansteiner, K., Emstad, A. B., Knutsen, B., Barrios Espinosa, E., Sanchidrián Blanco, C., & Torres Sánchez, M. (2024). Guía para la orientación práctica sobre liderazgo y facilitación de Comunidades Profesionales de Aprendizaje. Proyecto LeaFaP. https://www.leafap.eu/

Esta guía ofrece una orientación práctica sobre el liderazgo y la facilitación de Comunidades Profesionales de Aprendizaje (CPA). Basada en literatura científica y resultados empíricos del proyecto LeaFaP, presenta conceptos clave, roles de facilitación y la importancia de la indagación y la reflexión. Busca tender puentes entre la teoría y la práctica para personas facilitadoras y profesionales de la educación, destacando competencias esenciales, la construcción de confianza y la colaboración estructurada. Está dirigida especialmente a facilitadores de CPA, pero también resulta útil para docentes, líderes escolares y otros agentes educativos.

Greek Version

LeaFaP_Guideline_GREEK

Arcos de Torres, R. M., Carmona Maqueda, J. L., Corpas Martos, A., Gallego García, M. M., Avgitidou, S., Kansteiner, K., Emstad, A. B., Knutsen, B., Barrios Espinosa, E., Sanchidrián Blanco, C., & Torres Sánchez, M. (2024). Οδηγός πρακτικού προσανατολισμού σχετικά με την Ηγεσία και τη Διευκόλυνση στην Επαγγελματική Κοινότητα Μάθησης (ΕΚΜ). Έργο LeaFaP. https://www.leafap.eu/

Ο παρών Οδηγός πρακτικού προσανατολισμού του έργου LeaFaP εστιάζει στη διευκόλυνση και ηγεσία Επαγγελματικών Κοινοτήτων Μάθησης (ΕΚΜ). Βασισμένος σε διεθνή έρευνα και εμπειρικά δεδομένα, περιγράφει βασικές έννοιες, ρόλους και δεξιότητες για αποτελεσματική διευκόλυνση, όπως επικοινωνία, συνεργασία, αναστοχασμό και διαχείριση αλλαγών. Παρουσιάζει πρακτικές προτάσεις για την ανάπτυξη, διατήρηση και επαγγελματική υποστήριξη ΕΚΜ σε εκπαιδευτικά περιβάλλοντα, με έμφαση σε δημοκρατικές διαδικασίες και τη χρήση ερευνητικών εργαλείων.

Norwegian Version

LeaFaP_Guideline_NORWEGIAN

Arcos de Torres, R. M., Carmona Maqueda, J. L., Corpas Martos, A., Gallego García, M. M., Avgitidou, S., Kansteiner, K., Emstad, A. B., Knutsen, B., Barrios Espinosa, E., Sanchidrián Blanco, C., & Torres Sánchez, M. (2024). Veileder for praktisk tilrettelegging for profesjonelle læringsfellesskap (PLF) [Norsk oversettelse]. LeaFaP-prosjektet. https://www.leafap.eu/

Denne veilederen gir praktisk støtte til fasilitatorer og andre aktører som arbeider med profesjonelle læringsfellesskap (PLF) i utdanning. Basert på internasjonal forskning og erfaringer fra LeaFaP-prosjektet, presenterer dokumentet nøkkelbegreper, roller og nødvendige kompetanser for effektiv fasilitering. Den tar for seg dimensjoner som relasjoner, kommunikasjon, refleksjon, digital støtte og organisatorisk planlegging. Målet er å bygge bro mellom teori og praksis og å styrke profesjonell utvikling gjennom undersøkelsesbasert samarbeid i PLF.

German Version

LeaFaP_Guideline_GERMAN

Arcos de Torres, R. M., Carmona Maqueda, J. L., Corpas Martos, A., Gallego García, M. M., Avgitidou, S., Kansteiner, K., Emstad, A. B., Knutsen, B., Barrios Espinosa, E., Sanchidrián Blanco, C., & Torres Sánchez, M. (2024). Leitfaden für die praxisorientierte Ausrichtung Professioneller Lerngemeinschaften [Deutschsprachige Übersetzung]. LeaFaP-Projekt. https://www.leafap.eu/

Dieser Leitfaden gibt praxisorientierte Impulse zur Leitung und Moderation Professioneller Lerngemeinschaften (PLG). Basierend auf wissenschaftlicher Forschung und Projekterfahrungen beschreibt er zentrale Konzepte, Rollen und Kompetenzen für wirksame PLG-Moderation – darunter Kommunikation, Reflexion, Zusammenarbeit, Organisation und digitale Tools. Ziel ist es, die Kluft zwischen Theorie und Praxis zu überbrücken und die Professionalisierung von Moderator:innen und Bildungspersonal zu fördern. Der Leitfaden richtet sich an Lehrkräfte, Schulleitungen, Ausbilder:innen und angehende Lehrpersonen.

Der Beitrag Guideline for Practical Orientation erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

Webinar Slides

Katharine Rümmele — Tue, 20 Aug 2024 17:31:54 +0000

We invite you to explore the outcomes of our Webinars as part of our Erasmus+ project. These webinars were designed to share key findings and foster collaboration among educators and school leaders across different regions. Each session focused on various aspects of the project, including innovative approaches to Professional Learning Communities (PLCs) and inquiry-based practices in schools. Tailored to the national contexts of participating countries, the webinars encouraged cross-regional dialogue and provided a platform for exchanging experiences and adapting methodologies locally.

Download available: Presentation slides from the first series are available for download below.

Austria & Germany (German)

Webinar 1

Austria_Germay_Slides-Webinar-1-Lehramtsstudium

Webinar 2

Austria_Germay_Slides-Webinar-1-Lehramtsstudium

Webinar 1

Die Präsentation zeigt, wie Professionelle Lerngemeinschaften (PLG) in Österreich und Deutschland wirksam geleitet und begleitet werden können. Im Fokus stehen Vertrauen, Reflexion, kollegiale Zusammenarbeit und zentrale Kompetenzen für nachhaltige Facilitation im schulischen Kontext.

Webinar 2

Die Präsentation zeigt, wie Professionelle Lerngemeinschaften (PLGs) im Lehramtsstudium zur Kompetenzentwicklung und kollaborativen Reflexion beitragen. Im Fokus stehen digitale Tools, Aktionspläne und strukturelle Begleitung durch Lehrende.

Greece (Greek)

Webinar 1

Greece_Greek_Webinar-_1_LeaFaP_AUTH

Webinar 1

Η παρουσίαση εστιάζει σε βασικές έννοιες, ρόλους και δεξιότητες για την υποστήριξη Επαγγελματικών Κοινοτήτων Μάθησης (ΕΚΜ). Τονίζεται η σημασία της συνεργασίας, της αναστοχαστικής πρακτικής και της έρευνας στην εκπαιδευτική καθημερινότητα, καθώς και οι απαιτήσεις από τους/τις διευκολυντές/τριες. Παρουσιάζονται επίσης θεσμικές προϋποθέσεις, η ψηφιακή διάσταση και πρακτικοί τρόποι ενίσχυσης των ΕΚΜ στα σχολεία.

Spain (Spanish)

Webinar 1

Spain_Spanish_Slides_Webinar_1_LeaFaP_UMA

Webinar 1

La presentación explora el valor de las Comunidades Profesionales de Aprendizaje (CPA) para la formación de docentes y pedagogos/as. A través de testimonios de estudiantes y profesionales, se destacan prácticas de colaboración, indagación y reflexión, así como habilidades clave para la facilitación de grupos. Se enfatiza la importancia del diálogo, la inclusión y la construcción conjunta del conocimiento en contextos educativos.

Cyprus (Greek)

Webinar 1

LeaFaP-webinar-Cyprus-Loucas-Louca

Webinar 1

Η παρουσίαση εστιάζει στον ρόλο των Επαγγελματικών Κοινοτήτων Μάθησης (ΕΚΜ) ως εργαλείο επαγγελματικής ανάπτυξης των εκπαιδευτικών στην Ευρώπη. Παρουσιάζονται βασικές αρχές, χαρακτηριστικά και προϋποθέσεις επιτυχημένων ΕΚΜ, οι ρόλοι των μελών (εσωτερικών και εξωτερικών), καθώς και οι προκλήσεις που προκύπτουν στην πράξη. Ιδιαίτερη έμφαση δίνεται στον αναστοχασμό, τη διερεύνηση και την ανάπτυξη συλλογικής κουλτούρας μάθησης στα σχολεία.

Norway (Norwegian)

Webinar 1

Norway_Norwegian_Slides_Webinar

Webinar 1

Presentasjonen belyser hvordan gruppeledere kan bidra til å utvikle en profesjonell læringskultur i PLF-grupper. Den tar utgangspunkt i internasjonal forskning og vektlegger betydningen av refleksjon, systematisk utforsking, kollektiv læring og relasjonsbygging. Det stilles krav til fasilitatorens rolleforståelse, kommunikasjonsferdigheter og evne til å fremme kritisk dialog og bærekraftig samarbeid i gruppen.

Der Beitrag Webinar Slides erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.

Project Flyers

Katharine Rümmele — Sat, 20 Jul 2024 20:18:19 +0000

Download our project flyers available in multiple languages—English, German, Greek, Norwegian, and Spanish. These flyers provide an overview of our Erasmus+ project, highlighting key objectives, activities, and outcomes. Choose your preferred language below to learn more about our work in fostering Professional Learning Communities (PLCs) across Europe. Each flyer is available as a PDF for easy access and sharing.

English

LeaFaP_Folder_ENGLISH

German

LeaFaP_Folder_GERMAN

Greek

LeaFaP_Folder_GREEK

Norwegian

LeaFaP_Folder_NORWEGIAN

Spanish

LeaFaP_Folder_SPANISH

Der Beitrag Project Flyers erschien zuerst auf LEAFP - Leading and Facilitating PLC in Schools.