The Professional Learning Community to Implement the Results-Based Management Approach (RBM) in Québec

Résumé

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.