Understanding ways to establish and sustain school-based professional learning community of teachers in the context of assessment reform

This study explores ways in which a school-based professional learning community of teachers can be established for implementing an assessment reform ‘Continuous and Comprehensive Evaluation’in the school context. Specific schemes are delineated through workings in a school, using a case study approach. It is reported that merely establishing professional learning communities is not enough, rather a constant focus on sustaining the momentum set off is necessary, hence, particular approaches for the same have been identified. It is envisaged that proactive leadership, which is open to innovations and amenable to change, can foster avenues for continuous professional development of teachers to bring about a change in the classroom practices.