Professional learning communities enhancing teacher experiences in international schools

In international school contexts, schools that establish support networks for newly arrived staff tend to stand a better chance of retaining staff and creating a positive and successful work environment. The case study at the center of the paper is an International School in Vietnam and this paper aims to highlight the importance of building professional learning communities (PLCs), both as arenas for academic expertise to be shared and as support networks for teachers. The PLCs being researched were established in August 2011, with the research taking place over 6 weeks during April and May of 2013. Eleven teachers took part in the phenomenological case study undertaken to gain a better understanding of their lived experiences. Findings suggest there was a refocusing on student achievement as being central to teachers' core business; an understanding of the importance of teacher leadership developed; teachers felt more valued because personal professionalism was acknowledged; and, a culture of sharing collaboration and general support emerged.