सार

The perception of schools as learning communities has attracted cumulative 
attentiveness and observation within the continuing professional education for teachers of 
Kendriya Vidalaya, in recent years. It is a concept which places particular emphasis upon the 
'inner strength' of a school community and lures from the experiences and proficiency of staff, 
teachers, and pupils, within the school as a module of self-empowering mechanisms for 
transformation and development. Professional teamwork is important and can greatly improve 
teaching, instruction, and professional relationships in a school, but it falls short of producing a 
true community of learners. In contrast, a school learning community includes educators, 
students, parents, and community partner‘s work together to improve the school and enhance 
students' learning opportunities. This paper reports on the progress of the applicability of the 
notion of 'learning community' as an avenue for professional education of teachers in Kendriya 
Vidalaya. This paper will also focus on the aims of learning Community. A professional learning 
community that emphasizes the teamwork of principals, teachers, and staff to identify school 
goals, improve curriculum and instruction, reduce teachers' isolation, assess student progress, 
and increase the effectiveness of school programs. Such programs improve schools, strengthen 
families, and energize community support, and increase student achievement and success. This 
paper seeks to examine the notion of schools as Learning Communities, and to reclaim the 
educational components of the debate as a basis for the continuing professional education of 
educators and the simultaneous benefits for their students. In our view, professional development 
is learning. Professional development for the learning community is creating a learning 
community, and the process is one of learning.