This article reflects on how school‐based professional learning communities (PLCs) can support the professional learning of educators from different school settings who share a common goal of ensuring quality teaching and learning opportunities for pupils with Special Educational Needs and Disabilities (SEND). PLCs offer the opportunity to move beyond continued professional development that often only requires passive participating in a training session, to an effective culture of professional learning which requires an internal process in which educators can create professional knowledge through interaction with information in a way that challenges previous assumptions and creates new meanings (Timperley, 2011:4‐5). I will describe how sharing classroom‐based knowledge, experiences and expertise across school settings, through a professional learning mind‐set lens, guided by a teacher/educator inquiry and/or knowledge building cycles, promotes meaningful outcomes for pupils. I investigate the similarities and differences between two PLCs I facilitate: the Autism Network for Educators (ANfE) and the Teaching Assistant (TA) Network and how these communities require every participant to demonstrate relentless commitment to self and professional and practice improvement, by valuing on‐going learning and continuous inquiry. PLCs promote the concept of improvement as a team effort for which everyone is responsible. The article concludes that when our pupils become the central purpose of our professional learning, instead of a by‐product of continued professional development, we promote a school‐ and system‐wide culture that offers sustainable professional development thought improved outcomes for every pupil. [ABSTRACT FROM AUTHOR]

中文翻译：

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共同思考改变了 SEND 学生的教育体验、条件和成果——专业学习社区加强实践、教学法和创新

本文反映了校本专业学习社区 (PLC) 如何支持来自不同学校环境的教育工作者的专业学习，他们的共同目标是确保为有特殊教育需要和残疾 (SEND) 的学生提供优质的教学和学习机会。PLC 提供了超越通常只需要被动参与培训课程的持续专业发展的机会，转变为一种有效的专业学习文化，这种文化需要一个内部过程，在该过程中，教育者可以通过与信息交互的方式以挑战以前的方式创造专业知识。假设并创造新的含义（Timperley，2011：4-5）。我将描述如何在学校环境中分享基于课堂的知识、经验和专业知识，通过专业的学习心态镜头，在教师/教育者探究和/或知识构建周期的指导下，促进学生取得有意义的成果。我调查了我促成的两个 PLC 之间的异同：教育工作者自闭症网络 (ANfE) 和助教 (TA) 网络，以及这些社区如何要求每个参与者通过重视自我、专业和实践改进来表现出对自我和专业改进的不懈承诺- 持续学习和持续探究。PLC 将改进的概念推广为每个人都负责的团队努力。文章的结论是，当我们的学生成为我们专业学习的中心目标，而不是持续专业发展的副产品时，我们促进学校和系统范围内的文化，为每个学生提供可持续的专业发展思想改善成果。[作者摘要]