The Professional Learning Community to Implement the Results-Based Management Approach (RBM) in Québec
Abstract
The school principal is an agent for change in the implementation of education policies as they oversee accountability actions that serve to monitor and evaluate student achievement and identify the measures to undertake in this regard. In Québec, results-based management (RBM) is recommended, the professional learning community (PLC) approach ensures this accountability by managing and analyzing gathered data on student results. This study pertains to the experience of a principal who sought training on how to integrate a PLC in their school. In this context of RBM characterized by an intensification of administrative tasks, this principal, who has a weak sense of effectiveness in relation to supervision, has few legal structures on which to base supervision. This case study also presents two sequences of teaching activities linked to prioritization tasks and the role of PLCs, in a context of work intensification and RBM.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
