Schools are complex, multifaceted sites of learning. Clearly the school’s core purpose is focussed on the learning and achievement of its pupils, but much of the professional learning community literature has emphasised that this core purpose is best achieved when learning is seen as the raison d’etre of the whole school (Hord, 2009; Stoll, 2012; Harris and Jones, 2012a). In such learning communities a premium is placed on the importance of the learning and development of adults as well as on that of the children. Teachers, and indeed other staff, become more accomplished professionals through continuing to develop, and to reflect upon and hone their practice.
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