ABSTRACT Background Developing collective professional capacities in schools is important for school improvement, and principals can initiate such developments. That is, by initiating and leading professional group discussions on teaching and learning, principals can influence teaching practices and, thereby, indirectly affect student outcomes and school improvement. However, research indicates that leading such discussions in communities of professionals can be a challenge for principals. Purpose The aim of this article is to explore and yield insight into how a conceptual model (the LPGD model) can support principals in guiding professional group discussions on school development and change. Method The study adopts a qualitative observational approach. Data were collected through observations of a pilot use of the model by principals who participated in the National School Leadership Programme in Norway. The data analysis was guided by cultural-historical activity theory (CHAT). Findings The analysis shows how the conceptual model can help school leaders to guide group discussions, especially when creating a shared understanding of the problems at hand and building collective commitments that are essential to improving teaching and learning practices. Conclusion This article highlights the need for school leaders to be supported to develop certain skills to lead professional discussions on school development – in particular, skills to help leaders in building a shared understanding of problems and collective commitments that are essential when improving teaching and learning practices.

中文翻译：

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校长指导专业小组讨论的辅助工具

摘要 背景 发展学校集体专业能力对于学校的改进很重要，校长可以发起这种发展。也就是说，通过发起和领导有关教与学的专业小组讨论，校长可以影响教学实践，从而间接影响学生成绩和学校改进。然而，研究表明，在专业人士社区中领导此类讨论对校长来说可能是一个挑战。目的本文的目的是探索并深入了解概念模型（LPGD 模型）如何支持校长指导有关学校发展和变革的专业小组讨论。方法 本研究采用定性观察方法。数据是通过观察参与挪威国家学校领导力计划的校长对该模型的试点使用而收集的。数据分析以文化历史活动理论（CHAT）为指导。结果 分析显示了概念模型如何帮助学校领导指导小组讨论，尤其是在对手头的问题达成共识并建立对改进教学实践至关重要的集体承诺时。结论 本文强调需要支持学校领导发展某些技能来领导关于学校发展的专业讨论——特别是帮助领导者建立对问题的共同理解和集体承诺的技能，这对于改进教学实践至关重要.