Educational Supervision Management with Professional Learning Communities (PLC): Key to Raising PISA Scores

Abstract

Thai students' PISA scores have consistently fallen below the OECD average, reflecting persistent challenges within the Thai educational system in developing learner competencies aligned with 21st-century skills. This academic article therefore aims to examine and construct a body of knowledge regarding educational supervision management as a means of improving PISA performance, with the central focus on enhancing the quality of student learning. Key strategies include fostering active learning among students through activity-based instruction and cultivating a growth mindset — the belief that one's abilities can be developed through effort and persistence. Integrating PISA-style items into classroom practice, whether embedded within learning activities or used as assessment tools, can familiarize students with the format and demands of PISA assessments. The study found that educational development through supervisory management utilizing a Professional Learning Community (PLC) framework, guided by a five-step collaborative lesson development process — namely (1) Analysis, (2) Learning Management Planning, (3) Implementation and Observation, (4) Reflection, and (5) Revision — systematically promotes collaborative teacher learning, experience sharing, peer observation, and reflective practice. This process leads to the continuous improvement of lesson plans, ultimately aiming to sustainably elevate overall student quality and national PISA outcomes.