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

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Title: The Professional Learning Community to Implement the Results-Based Management Approach (RBM) in Québec
Language: English
Authors: Bouchamma, Yamina, April, Daniel
Source: Canadian Journal of Educational Administration and Policy. 2020 (192):77-85.
Availability: Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2020
Intended Audience: Teachers
Document Type: Journal Articles
Guides - Classroom - Teacher
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Descriptors: Principals, Communities of Practice, Educational Policy, Foreign Countries, Change Agents, Case Studies, Accountability, Educational Change, Educational Administration, Teacher Supervision, Administrator Attitudes, Teaching Methods, High Schools, Teacher Administrator Relationship
Geographic Terms: Canada
ISSN: 1207-7798
Abstract: School principals are agents of change in the implementation of education policies as they oversee accountability actions that serve to monitor and evaluate student achievement and identify the measures required. In Québec, where "results-based management" (RBM) is encouraged, the "professional learning community" (PLC) approach ensures this accountability by enabling members to gather, manage, and analyze student data. This case study pertains to the experience of one principal who sought training on how to integrate a PLC in his school. In the context of RBM, characterized by an increase in administrative tasks, this principal ultimately experienced a low sense of effectiveness regarding his supervision practices by having few legal structures to support this supervision. Two series of teaching activities are proposed related to prioritization tasks and the role of PLCs in a context of work intensification and RBM.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1252284
Database: ERIC
FullText Text:
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  Data: The Professional Learning Community to Implement the Results-Based Management Approach (RBM) in Québec
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+of+Educational+Administration+and+Policy%22"><i>Canadian Journal of Educational Administration and Policy</i></searchLink>. 2020 (192):77-85.
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  Data: Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/
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  Data: School principals are agents of change in the implementation of education policies as they oversee accountability actions that serve to monitor and evaluate student achievement and identify the measures required. In Québec, where "results-based management" (RBM) is encouraged, the "professional learning community" (PLC) approach ensures this accountability by enabling members to gather, manage, and analyze student data. This case study pertains to the experience of one principal who sought training on how to integrate a PLC in his school. In the context of RBM, characterized by an increase in administrative tasks, this principal ultimately experienced a low sense of effectiveness regarding his supervision practices by having few legal structures to support this supervision. Two series of teaching activities are proposed related to prioritization tasks and the role of PLCs in a context of work intensification and RBM.
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      – Text: English
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        StartPage: 77
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      – TitleFull: The Professional Learning Community to Implement the Results-Based Management Approach (RBM) in Québec
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