In his fifteen years of research into how effective organizations and schools refine practices, unlock collective and personal potential, and sustain change over time, Peter Senge introduced the powerful concept of the “learning organization.”

Learning organizations, or professional learning communities as they are often called in school settings, insist that no teacher and no administrator is alone when it comes to raising achievement. At the center of a successful professional learning community is a group of school leaders known as an Instructional Learning Team. Instructional Learning Teams — and the communities they help create — share a commitment to four school-wide or district-wide capacities:

In his fifteen years of research into how effective organizations and schools refine practices, unlock collective and personal potential, and sustain change over time, Peter Senge introduced the powerful concept of the “learning organization.”

Learning organizations, or professional learning communities as they are often called in school settings, insist that no teacher and no administrator is alone when it comes to raising achievement. At the center of a successful professional learning community is a group of school leaders known as an Instructional Learning Team. Instructional Learning Teams — and the communities they help create — share a commitment to four school-wide or district-wide capacities:

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