A Proposed Framework for Evaluating Professional Learning Communities in Secondary Schools in the Kingdom of Saudi Arabia Based on the Van Meeuwen et al. Model

This study aimed to present a proposed framework for evaluating professional learning communities (PLCs) in secondary schools in the Kingdom of Saudi Arabia based on the Van Meeuwen et al. model. To achieve this objective, the study employed a descriptive methodology and used interviews as the primary data collection tool. The sample included 19 participants comprising principals, supervisors, and mentors from the educational administration. The findings highlighted key requirements for evaluating professional learning communities. Regarding the dimension of individual and collective learning, the main needs included defining the school’s shared goals, ensuring the availability of PLC data, enhancing skills in analyzing learning data, extracting critical information, identifying strengths and weaknesses, and encouraging feedback exchange. For the dimension of team dynamic characteristics, the evaluation requirements emphasized allocating sufficient time, reducing teacher exhaustion and stress resulting from a responsibility-heavy professional life, building trust, fostering respect, and strengthening social relationships. In terms of evaluating professional orientation, the essential requirements involved fostering shared responsibility, improving collaboration and communication skills. The study concluded by presenting the proposed framework, detailing its foundations, objectives, components, requirements, challenges, and mechanisms for overcoming these challenges. It also outlined the responsible entities for implementation and execution strategies.
Keywords: Professional Learning Communities, Professional Development, Van Meeuwen et al. Model.