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Department of Education and Science
Teacher Professional Communities (TPCs)
 

Suggested structures and criteria for application
     
Back to TPC Information Page

1. Introduction

5. The Application Process

2. Target Group

6. Education Centres


3. An Effective TPC

7. Proposed Plan of Work


4. A Successful TPC

8. Frequency of Meeting

 
1. Introduction


The Primary Professional Development Service (PPDS) works in collaboration with Dublin West Education Centre (DWEC) to create, develop and support communities of learners among primary teachers called Teacher Professional Communities (TPCs).  The purpose of a TPC is to ‘enable the collective development of new knowledge, skills and competencies, new resources and new shared identities and motivation to work together for change’ (Fullan). 

A TPC is a proactive support group of teacher-learners, who seek and share learning, with a view to acting on what they learn.  The goal of their participation in the TPC is to enhance their effectiveness as teachers and to impact positively on children’s learning.  They may be theme or subject based.
2. Target Group


The TPC can comprise teachers from various local schools, or teachers from the same school, who share a common challenge or purpose with regard to best practice in their teaching.   The maximum number of teachers are encouraged from the first meeting to increase the success of the group and enhance the sharing of ideas.

A TPC may, for instance, create resources in a locality i.e., History, Geography resource in an area and may share or disseminate such resources.  A TPC may be constructed by a group of teachers who share an interest in a particular curricular area or may share a common challenge, for instance infant teachers, language support teachers.
3. An Effective TPC


Shared vision and purpose

Members of the TPC should develop a shared vision for the group and should regularly refer to the vision when making decisions relating to training needs, time allocation, purchasing of resources and so on.  A core characteristic of the vision should include a strong focus on improved pupil learning.  A shared purpose is also decided by the group and this emerges from common school needs such as infant development, multi class or numeracy attainment, for example.

Shared leadership and responsibility
Although the convenor and PPDS advisor may initially be prominent members of the group, it is envisaged that all members of the TPC share authority and responsibility for maintaining the group, monitoring the effectiveness of the work and contributing to the on-going development of the TPC.
 

Collective creativity
An important feature of this collaborative group is the continual reflective dialogue where members discuss their teaching and learning experiences, successes and challenges. Participants in such conversations learn to creatively solve common problems in order to create better conditions for their pupils.  This discourse also promotes understanding and appreciation of the various specialist skills which individuals can bring to the group, and creates a unique relationship between professionals who share a common set of ideas, towards becoming a community of learners.
 

Supportive environment
This relates to the physical conditions and human capacities that support the TPC. The members need to consider factors such as time and space to meet regularly.  An agreement should be reached on a venue which is accessible to all and which possesses the necessary resources and conditions for the optimum performance of the group.  Effective TPCs typically promote a mutual respect and trust where members have the freedom to articulate their ideas and share their experiences in a safe, supportive atmosphere.  Working towards improvement demands that individual capacities are recognised and utilised for the enrichment and development of the group and ultimately for the benefit of children they teach.
 
4. A Successful TPC


Advisor

The role of the PPDS advisor can include the identification, establishment and support of a Teacher Professional Community.  The advisor may suggest the foundation of a TPC during their contact with teachers in schools and as a result of having an understanding of the school/s needs.  The advisor continues to work with the group until such time that the group become self sustaining as a learning community.  Ideally, the advisor continues to be contactable and available to the TPC for advice, direction, information and support via phone, email or through the occasional visit.

It is recommended that each advisor should have responsibility for no more than one TPC at any one time.  The advisor should liaise with the regional co-ordinator when establishing the TPC, to ensure that the schedule of meetings and support are compatible with the advisor’s case load of school work.

 

Convenor

In order to empower the group to take responsibility and ownership over time, it is recommended that a local convenor should be appointed during the early stages of the TPC. This individual will work closely with the PPDS advisor and with the Education Centre in relation to the organisation and operation of the group
 

Local Trainers

Local teachers who were trained under the Building Capacity initiative are contactable through local Education Centres.  These teachers can be a tremendous asset during all stages of the TPC development and indeed can remain active in the group after the PPDS advisor’s work is complete, so it is recommended that they are included where this is feasible.

5. The Application Process

Step 1 Meet with local Education Centre Director and discuss idea for TPC.  The PPDS advisor works collaboratively with the local Education Centres during the application process.
 
Step 2 Together with the local Education Centre complete a detailed application form and decide on the amount of funding required for the TPC for the period of one year.
 
Step 3 If necessary, a TPC may host an initial information session in the Education Centre to identify the target group and general the interest in the TPC.  This will give the TPC an indication of their future success.
 
Step 4 Submit the application to Dublin West Education Centre, the administering Education Centre.
 
Step 5 Provide further information based on the application form, if required.
 
Step 6 If approval is gained then Dublin West Education Centre will communicate in writing and each TPC will receive an advance fee.
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6. Education Centres


It is envisaged that all TPCs will be facilitated through the Education Centre network. It is not however a requirement that they collaborate with an advisor.  The PPDS advisor works collaboratively with the local Education Centres during the application process, the establishment phases, and the ongoing development of the TPC.  

All monies, budgets and administration are managed by the Education Centre, and it is not envisaged that the advisor will have any role in this other than identifying suitable resources and/or materials.

Should a TPC wish to purchase resources then this order must be placed by the Education Centre or in conjunction with the Education Centre.  The resources will be the property of the Education Centre. 

Each TPC must budget for the payment of an administration fee.  This administration fee will be proportionate to the size, category and amount of activity of the TPC. 

Services available from Education Centres to support the work of communities, Centres will:
 
 
 
 
 
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