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Дисертації з теми "Professional learning communities Australia"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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1

Coulson, Shirley Ann. "Practitioner experience of a developing professional learning community." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/661b94771513c0ece27a051316742e2ccc4d7c574d92610e0485947e16dcb91e/2671332/64833_downloaded_stream_58.pdf.

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Анотація:
Australian policy contexts are promoting school transformation through teacher learning and the development of schools as professional learning communities. However, Australian practitioners have very limited contextualised research to guide their efforts in response to these policies. The researcher's involvement in a school revitalisation process provided the impetus for this research study that investigates the practitioner experience of a developing professional learning community at RI College (pseudonym for a large independent girls' school in Brisbane). This study endeavours to gain a more informed and sophisticated understanding of developing a professional learning community with the intention of 'living' this vision of RI College as a professional learning community. Praxis-oriented research questions focus on the practitioner conceptualisation of their school as a developing professional community and their experience of supporting/hindering strategies and structures. The study gives voice to this practitioner experience through the emerging participatory/co-operative research paradigm, an epistemology of participative inquiry, a research methodology of co-operative inquiry and mixed methods data collection strategies. Incorporating ten practitioner inquiries over two years, recursive cycles of action/reflection engaged practitioners as co-researchers in the collaborative reflective processes of a professional learning community while generating knowledge about the conceptualisation and supporting/hindering influences on its development. The outcomes of these first-person and second-person inquiries, together with a researcher devised online survey of teachers, were both informative and transformative in nature and led to the development of the researcher's theoretical perspectives in response to the study's research questions.;As outcomes of co-operative inquiry, these theoretical perspectives inform the researcher's future actions and offer insights into existing propositional knowledge in the field. Engagement in this practitioner inquiry research has had significant transformative outcomes for the co-researchers and has demonstrated the power of collaborative inquiry in promoting collective and individual professional learning and personal growth.
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2

Miles, Prudence E. "Teachers' use of multiplatform educational screen content: The case of Australia's SBS." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107547/3/Prudence%20Miles%20Thesis.pdf.

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This study explores the development and use of educational resources to accompany Special Broadcasting Service (SBS) television programs and multiplatform program content. Through action research and participant observation methods, this study discusses the growing importance of multiplatform screen content in education, and how and why teachers use educational materials prepared by broadcasters. In doing so, it incorporates social theories of learning, particularly communities of practice theory. It concludes that, to best engage teachers and their students, education and broadcaster communities should collaborate in order to better understand authentic and informal learning.
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3

Kelly, Jennifer Lynn. "Professional learning communities and professional development." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42252.

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This case study examines the concept and practice of participating in a professional learning community as a form of professional development by a group of teachers in an interior British Columbia school district. The reflections and discussions of this group of teachers-as-learning community are examined in order to understand how the subjects construct their realities relative to their involvement in a professional learning community. The transcripts from semi-structured interviews of the subjects, which were reflective in nature, were analyzed to determine patterns or themes. As a result, four main themes emerged: benefits of a professional learning community, isolationism, criteria for self-sustaining professional development, and suggestions for improvement. From the data it became evident there were many perceived benefits to participating in a professional learning community for this group of teachers, each surrounding the main aspect of collaborative learning. Interdependence among the group members was the most significant benefit of this professional development practice. Other beneficial characteristics of this form of professional development included shared leadership, a shared set of ideas and values to strive towards, perturbation-based learning, and continual motivation to develop professionally. This study has potential educational importance because it informs teachers and administrators about the practice of a group of teachers’ professional learning communities and corroborates their value in professional development. The concept of self-sustaining professional development is also discussed in the final chapter as a query regarding professional learning communities and their implicit value in the long-term.
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4

Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.

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Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes. The PLC structured collaboration model has been implemented in schools across the country, however the current body of research regarding PLC structures has been focused on student performance and rather than the teacher learning processes that occur within the model. Teachers must learn throughout the PLC model, as they collaborate, plan instruction, create assessments, analyze data, and adjust implementation to improve results. A mixed-methods approach was used to explore correlations between PLC structure ratings and teacher self-identified learning preferences, with Kolb’s (1984) Experiential Learning Theory as the basis for determining learning preferences. The study included 115 elementary teacher participants from a school district that has prioritized PLC structures for nearly 10 years. Significant correlations were identified between PLC structural elements and teacher learning preferences, with qualitative results providing additional descriptive analysis regarding teacher perceptions of their learning within PLCs. The findings within this study indicate that teacher learning preferences may be a key consideration for school site administrators as part of PLC team construction and development.
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5

Brodie, Karin. "Professional Learning Communities And Teacher Change." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82361.

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6

Gillespie, Kelly P. "Leadership to sustain Professional Learning Communities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/725.

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Professional Learning Communities (PLCs) have shown promise as a means to meet the challenge of the No Child Left Behind Act of 2001. A problem that has surfaced is the inabilty of schools to sustain PLCs. This project study examined leadership characteristics of elementary school principals in selected school districts to determine how these characteristics shape organizational culture and provide support for sustaining professional learning communities. At the center of this initiative have been the school principals and their leadership skills. The theoretical underpinnings of this study were based on the work of DuFour and DuFour, which places leadership of the principal at the forefront of successful school improvement. A mixed-methods approach with a sequential-transformative strategy was used. Quantitative data were collected by administering the Leadership Capacity School Survey to 30 elementary principals. Descriptive statistics were used to determine which of Lambert's six critical constructs were most and least commonly practiced among the schools in the study. Qualitative data gathered through a focus-group discussion were analyzed through the typological process. Quantitative and qualitative findings indicated that broad-based, skillful participation in the work of leadership (Construct 1) was the most important leadership construct to the success of sustaining PLCs. The outcome of this project study was a professional-development model that will provide knowledge and understanding of the key leadership elements needed to develop an environment for sustaining PLCs. The potential social impact of this study includes improved student achievement as a result of improved leadership by principals.
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7

Hamilton, Jan L. "Professional learning communities impact on student achievement." Thesis, Saint Mary's College of California, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568312.

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This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools compiled by the California Department of Education for the 2007–2008 school year. The Academic Performance Index (API) scores for 136 schools districts in the study was retrieved and examined along with the following additional data: English-language learner, special education status, ethnicity (African American, Hispanic–Latino), and socioeconomically disadvantaged students. Academic Performance Index (API) is a yearly state performance measure was downloaded for all schools partaking in this study. Elementary, middle and high schools API scores were compared along with specific subgroups: Hispanic, English Learner, African American, socioeconomically disadvantaged, and special education students. Results indicate that Hispanic and English Learner sub groups at the Elementary and Middle school level for Professional Learning Community Schools academic achievement was significant. At the high school level Hispanic and English language Learner sub groups academic achievement was significant for the Non Professional Learning Community schools.

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8

Duling, Karen S. "The principal's role in supporting professional learning communities." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13629.

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Doctor of Education
Department of Educational Leadership
Trudy A. Salsberry
Increasing student achievement is at the forefront of the school reform movement. Today’s educators are called upon to raise academic standards to the highest level in history with common core standards that align with international benchmarks. One of the most rapidly-growing improvement efforts in today’s schools is the development of professional learning communities (PLCs). Research shows a link between PLCs and increased student achievement. Additional information is needed about how school leaders have successfully supported sustainable PLCs within their schools. The purpose of this multi-site case study was to understand the types of principal behaviors as perceived by both teachers and principals that are most meaningful in the support of PLCs. The study also examined the intersection of the dimensions of learning-centered leadership and the critical attributes of PLCs. This study concluded that in professional learning communities, principals and teachers share a vision for learning and address the needs of all learners. The following leadership dimensions are perceived to be important in the support of professional learning communities: the principal’s knowledge and involvement in curriculum and instruction, the principal’s knowledge and involvement in the assessment program, and the principal’s influence on organizational culture. The study also revealed that when learning-centered leadership and professional learning communities intersect, shared leadership and collective learning are perceived to occur. Commonalities among the five cases in this study were affirmed, but each school site also had unique characteristics. In particular, one site emerged as an exemplar for strong teacher leadership.
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9

Wines, Debra Rae. "Professional Learning Communities: The Impact on Teacher Practice." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/88810.

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The purpose of this research was to explore professional learning communities (PLCs) and their impact on teacher practice. The focus of this single case study was on reviewing the process of the implementation of a PLC (DuFour, DuFour, Eaker, and Many, 2010) within MidAtlantic Elementary School, a Title I school. This school implemented the PLC (DuFour et al., 2010) process following the guiding principles set forth by Richard and Rebecca DuFour and the MidAtlantic School District. The guiding principles include a shared vision and mission, collective inquiry, collaborative teams, action research and experimentation, continuous improvement, and being results oriented. By following these guiding principles, the goal was to show how this process improved teacher practice enough to help students be successful in the first year of opening the school and each consecutive year since the school opened. Results of this research showed the PLC (DuFour et al., 2010) process leads to improvements in teacher practice that positively affect student learning.
Doctor of Education
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10

Tupponce, John Thomas. "An Intervention Model| Principal Professional Learning Communities (PPLC)." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978796.

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The high expectations of the standards movement, the many budgetary constraints, and the societal challenges of living in cities are some of the complexities principals in urban districts face when trying to serve the needs of children in their schools. This research explores an intervention model of principal professional learning communities (PPLCs) that bridges the gap between the districts’ goals and priorities and the ways schools are addressing them. Nine principals using the PPLC model experienced collaboration, support, and collective accountability with their peers. Furthermore, as a result of their collaboration and support, principals examined their own practices in specific areas of observation and feedback, how they used their leadership teams to support next steps, and how they created opportunities for professional development. Qualitative data collection took place through surveys, observations, and interviews.

The study findings indicated that a common learning experience like the PPLC is a valuable tool for principal learning and development. Principals reported that the development of relational trust was an essential reason why principals valued collaboration, and why they supported each other in the PPLC. Principals also became internally motivated to coach, support, and mentor their peers, and they developed a collective accountability in which they aligned themselves with the goals of the district. In addition, the findings indicated that conducting learning walks together and collaborating about instructional practices in the PPLC helped principals to reflect on their own instructional practices in their own schools. Principals could then use the strategies they learned from observation and feedback, working with their leadership teams and developing professional development to structure the next steps for better implementation of pedagogy.

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11

Brown, Altarene Wagner. "Professional Learning Communities in a Juvenile Correctional Facility." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2345.

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There is little evidence concerning the impact of professional learning communities (PLCs) at juvenile correctional facilities. This qualitative case study explored the implementation of a PLC at a juvenile correctional facility school that housed students 10 to 19 years of age in southeastern United States. The purpose of this study was to understand the perceptions of teachers and paraprofessionals about how the PLC supported their work as they designed, constructed, and delivered instruction at the correctional facility. The social interactions among engaged educators through collaboration, collective inquiry, reflections, and communication derived from constructivist learning theory. Qualitative methodology included document review and structured face-to-face interviews with 4 teachers and 3 paraprofessionals. Following an inductive model, educators' perceptions were analyzed using an open coding process to derive categories, themes, and meaning. Five themes emerged: professional learning growth and benefits, teacher learning in PLCs, attitude adjustment of the culture, collaboration and sharing, and active engagement of paraprofessionals in PLCs. This study provided 5 recommendations: use allotted time, prioritize concerns, keep an open communication, discuss student-centered questions, and ensure supportive relationships. The findings indicated that the PLC supported teachers and paraprofessionals with strategies and accommodations to promote student achievement. This study has the potential to strengthen teacher collaboration and instruction to empower incarcerated students to succeed academically and become productive citizens.
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12

High, Lisa Gaines. "Elementary Principals' Behaviors and Collaborative Professional Learning Communities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7929.

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Principals need to possess leadership skills and behaviors that help set expectations for collaborative work. The problem in this case study was that little was known about the collaboration-building behaviors principals use that promote effective collaboration between members of the school community. The purpose of this qualitative study was to explore and describe the behaviors principals exhibit when building collaboration through the implementation of Professional Learning Communities (PLCs). The conceptual framework was based on 3 elements: leadership styles and approaches, collaboration, and the implementation of effective PLCs. The primary research question explored how principal behaviors contribute to collaborative professional learning communities. Purposeful sampling was used to recruit 6 elementary principals from a Mid-Atlantic State. Data were collected through semistructured interviews and document review of PLC structures. Data were coded using a Microsoft Word Doc Data Extract tool and analyzed for themes using an inductive process. Emergent themes for building collaboration were identified as leadership traits, vision, time, collaborative structures, culture, and the need for professional learning. Results suggest that shared leadership, vision, collective learning, and supportive conditions influence the effective development of PLCs. As a result, professional learning opportunities are recommended for school leaders on strategies that successfully develop supportive and collaborative structures in schools. Implications for social change are that PLCs may strengthen professional practice in classrooms, schools, districts, and communities.
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13

Sheffield, Rachel. "Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/811.

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In education, innovations are frequently introduced to promote changes to the curriculum, teachers' practice, and the classroom environment, however, these initiatives are often implemented without sufficient evaluation to monitor their impact and effectiveness in bringing about the desired changes. This thesis analyses the impact of a teacher professional learning program on lower secondary science teachers' practice. It examines the relationship between teachers' concerns about the strategies incorporated in the Collaborative Australian Secondary Science Program (CASSP) and teachers' ability to understand the strategies, on their ability to utilise those strategies in the classroom. It also seeks to determine teachers' beliefs about their current science teaching practice and how this is different from their beliefs about ideal science teaching, and also, how these beliefs direct teachers’ classroom practice. Finally this study describes a number of primary and secondary factors found to impact on teachers' professional learning. 11tc CASSP model encapsulates the primary factors of curriculum exemplars (curriculum resources), explanation und modelling (professional development), and reflection (participative inquiry). The secondary factors include ensuring adequate time for change to occur, student support and participation, peer teacher support, support from lenders including-heads of department, support from the school administration and support from state education officers. This study has demonstrated that teachers’ professional learning is a complex process that is strongly influenced by teachers' beliefs, concerns and understandings, and is impacted by the primary and secondary factors identified by the research. Teachers must be able to envision the advantages of incorporating new strategies into their existing practice, and consequently seek to make these changes to their teaching. This study has shown that students are also an important influence the implementation of an innovation, without their support, teachers are unlikely to make successful changes to their teaching practice. lmplications of the research include the need to elaborate the CASSP professional learning model to include the secondary factors identified in the study, and the need to inform students about innovations so that they can see the benefits for them in terms of improved learning outcomes.
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14

Jones, Gail, Grant E. Gardner, Laura Robertson, and Sarah Robert. "Science Professional Learning Communities: Beyond a Singular View of Teacher Professional Development." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/764.

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Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.
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15

Polich, Susan. "Assessing Faculty Learning Communities." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712.

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16

Jones, Joanne H. "The Relationship Between Professional Learning Communities and Instructional Practices." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37493.

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This case study examined the implementation of the Professional Learning Communities (PLCs) at a high school that was labeled as a turnaround school (overall academic achievement proficiency below 55%) in 2006-2007. The foundation of PLCs is built on a shared vision and mission. The PLC principles of learning for all students, a collaborative culture, and a focus on results were the components most identified in the literature review, which helped shape the design of the methodology. Under the leadership of a new principal and with the implementation and focus on PLCs, Ocean Breeze High Schoolâ s (OBHS) academic achievement proficiency grew from 48.6% to 87.5% within a three-year period. Based on this phenomenal progress, this case study investigated the relationship between PLC characteristics and instructional practices at this school. The data sources included fourteen interviews with eleven teachers and three administrators, observations of two PLC meetings, fourteen classroom observations, and a document review. The data from the interviews were transcribed and themes were matched to reflect common perceptions from teachers and administrators on PLC practices. PLC meetings were observed to identify collaborative interactions between team members. A document review included any documents or artifacts that the school has used to implement PLC principles or similar practices. Classroom observations were conducted to compare if instructional practices correlate with interview responses, PLC meetings, and the documents reviewed. This study found that there is a relationship between PLCs and instructional practices. The findings included: (a) teachers ensure that all students learn by developing common instructional guides that support the state curriculum; (b) teachers meet to discuss the curriculum, pedagogical strategies, and assessments in PLC meetings; and (c) teachers and administrators analyze data to make instructional decisions to enhance teaching and learning.
Ed. D.
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17

Burdett, John M. "The Effects of Professional Learning Communities on Student Achievement." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12089/.

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The purpose of this study was to examine data from the Early Childhood Longitudinal Study: Kindergarten Class of 1998-99 (ECLS-K) report, identify questions and statements that correlate to the dimensions of professional learning communities (PLCs), and determine the effect PLCs have on student achievement based on the ECLS-K data. In addition, the rationale for doing this research was to measure growth in student achievement over time. A multilevel growth model was used for this research. Univariate analysis was conducted in order to reveal frequencies and percentages associated with teacher responses. Bivariate analysis was applied in order to determine the inter-correlations between the fourteen variables. Once the inter-correlations were determined from the bivariate analysis, principal component analysis was applied in order to reveal the theoretical relationship between the variables. Through the use of principal components a set of correlated variables is transformed into a set of structure coefficient: support and collaborative. Finally, a multilevel growth model was used in order to determine the effect that each variable within the support and collaborative structure coefficients had on student achievement over time. This study revealed a number of variables within the ECLS-K report that correspond to the dimensions of PLCs have a statistically significant effect on student achievement in math and reading over time. This study demonstrated that support and collaborative variables within PLCs have a positive effect on both math and reading IRT achievement from 3rd grade to 5th grade.
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18

Burdett, John M. Huffman Jane Bumpers. "The effects of professional learning communities on student achievement." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12089.

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19

O'Grady, Ryan. "Effectiveness of professional learning communities for related services personnel| Nebraska school psychologist perceptions on utilizing learning communities." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589849.

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Анотація:

Schools continue to change in many ways. Technology, diversity, Response to Intervention (RtI), 21st Century Skills, and other initiatives warrant the need for continued professional development for all school staff. School psychologists play a key role in the school system and can bring significant contributions to the school team. School psychologists often have multiple schools to serve in rural and urban settings and, at times, have to serve schools in isolation away from other school psychologists. School psychologists need opportunities to engage in meaningful professional development and have the opportunity for collegiality and collaboration with other school psychologists. This study investigated the effectiveness of school psychology learning communities as a way to provide professional development, collegiality, and collaboration school psychologists need to contribute to the education environment.

A qualitative case study design was utilized in this study. Data sources from interviews, observations, and documents chronicled the perceived impact of utilizing professional learning communities for school psychologists as a method of professional development in a seven-district special education cooperative in the Midwest.

The findings of the study uncovered that the learning community produced an increase in knowledge and skills for school psychologists. It also provided a forum to study and find consistency in services school psychologists provide to schools. Data also showed that school psychologists felt that the goal setting process within the group served as a guide to identify continued professional develop needs. In addition, data revealed that school psychologists felt that collaboration within the learning community had an impact on student achievement and that the learning community increased job satisfaction of school psychologists.

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20

Rose, Jeff W. "Professional learning communities, teacher collaboration and the impact on teaching and learning /." Connect to dissertation online, 2008.

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21

Roberts, Irma. "Performance management : a connected professional learning model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/324.

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Increasingly school principals are more accountable for the performance of both their staff and students. In Australia and most OECD countries, the performance management process is identified as a mandatory vehicle for accountability and improving teacher professional development to advance student achievements. Yet, professional development is identified as a secondary discourse in performance management models, while accountability is arguably the dominant discourse. The purpose of this portfolio is the development of a blended performance management model that meets teachers' needs. The model seeks to shift the emphasis from accountability to professional development and bring the two discourses into a more compatible relationship.
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22

Mory, Joan Ann. "Teacher Leaders' Perceptions of Professional Learning Communities in Middle Schools." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7044.

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While much is known about the benefits of professional learning communities as supportive structures for teaching teams to work together to increase student learning opportunities, team development requires strong administrators and teacher leaders. The purpose of this study was to explore teacher leaders' perceptions of the strengths and weaknesses of professional learning communities in the middle school setting. With a foundation in constructivist and organizational learning theories, differences in teacher leaders' perceptions were investigated based on gender, number of years teaching at the schools, and number of years on the school leadership team. Within a nonexperimental, quantitative research design, 380 participants were invited and 127 responded to the Professional Learning Communities Assessment-Revised (PLCA-R) survey. A t test for independent samples was used to examine gender differences, and one-way ANOVAs were used to analyze differences in perceptions based on number of years teaching and number of years on the school leadership team. The results revealed no statistically significant differences for any of the variables on any of the PLCA-R domains, but there was a statistically significant difference (p = .013) in the PLCA-R overall scores for years of teaching experience. The information from these overall scores reflects a strong relationship between the number of years teaching, either 6-10 or 11+, and the domains in the survey. Results of this study add to the research on middle school professional learning communities and may contribute to positive social change by providing information on the perceived strengths and weaknesses that exist in professional learning communities.
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23

Wilson, Adrianne G. "Understanding the Cultivation of Teacher Leadership in Professional Learning Communities." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3410.

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The purpose of study was twofold. The primary purpose was to describe and explain the perceptions and lived experiences of high school teachers through their involvement in a Professional Learning Community, as defined by Hord (1997). Teachers' experiences within a Professional Learning Community were examined for patterns of cultivated leadership and social capital. The second purpose of the study was to identify the influencing variables connected with how the participants viewed themselves as leaders as a result of their participation in a professional learning community. One influencing variable in particular that was examined was the influence of social capital in professional learning communities. Hord's explanation of a professional learning community was the conceptual framework for this study, which states that such communities are made up of five essential dimensions: (1) Shared and supportive leadership, (2) Shared values and vision, (3) Collective learning and its application, (4) Shared personal practice, and (5) Supportive conditions. Online survey research method was used in order to investigate teacher leadership in Professional Learning Communities and the underlying variables associated with participation in such communities. The findings of this study indicated that teachers have varying perceptions of their work with professional learning communities. Overall, the data suggested that teachers' experiences and perceptions negatively correlated with their development as a teacher leader. Although most teachers in this study did not experience empowerment as a teacher leader, most gained some sense of social capital through their collaborative efforts within their learning communities. The data reflected that most teachers felt connected to the colleagues within their communities. School leadership is vital to the sustainability of professional learning communities and towards the professional growth of teacher leaders. Consequently, this study suggests that future research is conducted to examine the influence of school leaders on teacher leadership development and the impact that professional learning communities have on such development for teachers.
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24

Flowers, Kelly N. "Professional Learning Communities and School Improvement: Implications for District Leadership." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157636/.

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The purpose of this research was to understand the role of district leadership better in the implementation and development of professional learning communities. This investigation was a mixed-methods analysis of the perceptions of a school district's support in the implementation of professional learning communities (PLCs) at the school level. Additionally, in this study, I examined how the PLC framework supports systemic school improvement, using Hord's definition of the five dimensions of a professional learning community. A PLC literature review informed the study. A school district of approximately 14,000 students, and a high school of 2,219 students was selected as the population sample. One hundred high school staff members and 20 central office administrators completed the PLCA-DS of Professional Learning Community Assessment-District Support, developed by Olivier, Huffman and Cowan, to measure both school and district level personnel's perspectives regarding the district's role in the implementation of PLCs at the school level. Semi-structured interviews were conducted with district personnel as well as school leadership and professional campus based staff, which played integral roles in the development of professional learning communities. These roles include the school principal, assistant principal, liaison and other staff who are working collaboratively at the school and district levels to support PLC implementation. The investigation results indicated the importance of leadership and culture throughout this change process and critical to school improvement as evidenced by the study of District A and High School A1.
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25

Mann, Dawn L. "Reaching Within: White Teachers Interrogating Whiteness Through Professional Learning Communities." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1476437060511797.

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26

Calcasola, Kimberly Straite. "The relationship between collective teacher efficacy and professional learning communities /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.

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Анотація:
Thesis (Ed.D.) -- Central Connecticut State University, 2009.
Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.
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27

McClintock-Comeaux, Patrick. "Building professionals: The intersection of professional learning communities and trust." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539791823.

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Анотація:
The purpose of this study was to quantify individual Professional Learning Communities' (PLCs) consistency with the indicators of PLCs. In addition, the level of trust in the groups was also measured. The correlation between these two sets of data was then, explored to determine the degree to which trust plays a role in PLCs.;The study was conducted in three elementary schools in a suburban school district, called Glennville for the purposes of this study, located in the northeastern United States. Teachers were administered an on-line survey consisting of questions from the Professional Learning Communities Assessment -- Revised (PLCA-R) and from the Faculty Trust Survey.;Within the context studied, the questions from the PLCA-R coalesced around different factors than indicated by the creators of the instrument. In addition, correlations of varying strengths were found between Trust and teachers' perceptions of PLCs . The strongest correlations were observed between faculty trust in clients and teacher perceptions of PLCs.;Further study is warranted to determine if the factor structure of the PLC model is stable in other contexts. Increasing the scope of the study could also add to claims that analysis of trust may be a method to connect PLC usage with student achievement.
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28

Jaroscak, Jeffrey. "Examining the Impact of Professional Learning Communities on School Performance." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5632.

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Анотація:
Implementing the principles of a professional learning community (PLC) in public schools has become a popular strategy for meeting school quality and accountability expectations. Whether PLC implementation results in improved school ratings represents a gap in the literature. Three out of the 4 elementary schools in the participating school district experienced a significant drop in state ratings. The purpose of this quantitative study was to explore the relationship between the perceived depth of implementaiton of PLCs and a school's performance in terms of state ratingsGuided by the theory of the learning organization, this quantitative study was designed to identify the extent to which participants believed their schools operate as PLCs and to determine whether there is a significant difference in results between the participating schools. Participant perceptions of PLC implementation were measured through the Professional Learning Communities Assessment-Revised survey instrument. A total of 77 teachers across the 4 schools participated, and descriptive statistics were used to measure the level of PLC implementation. A one-way ANOVA was conducted to determine if there was significant differences in responses from the schools. The ANOVA revealed no significant differences in the responses between the school that did not experience a drop in ratings and the other schools. The results of this study could provide a framework to aid teachers and administrators to improve student learning by providing improved instruction. Quality instruction can lead to improved student learnings, and when student outcomes are improved, more students graduate and become productive members of their communities.
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Martello, Kristen Lynn. "Influence of Professional Learning Communities on K-8 Teacher Responsibilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5373.

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Анотація:
Professional learning communities (PLCs) were established in a local suburban school district in 2010; however, since their inception, the value of the program has not been determined. In a K-8 school district, a qualitative case study was conducted to determine the influence of PLCs on the 4 domains of teacher responsibilities: preparation, classroom environment, teaching, and professional duties. The conceptual framework was based on Bandura's social learning theory and Danielson's framework for teaching. The research questions focused on how teacher participation and the allotment of time in a PLC, and the structure of a PLC, influence teacher classroom responsibilities. Data collected included interviews, written narratives by teachers, and a review of formative assessment documents. The participants were 5 teachers, selected through a purposeful sampling of teachers from across the grade levels of kindergarten to Grade 8, who had actively participated in a PLC for a minimum of 1 year. The data was analyzed to determine themes. The findings confirmed that PLCs allow for the exploration of ideas within a small group and that professional development is necessary to develop PLCs that influence teacher responsibilities in all 4 domains by Danielson. Based on the findings and supporting literature, a 3-day workshop was developed to provide teachers with an improved understanding of PLCs and how they can support teachers in implementing appropriate instructional practices for all students. This effort may result in a collaborative school culture for teachers and significant improvement in student achievement due to the recurring cycles of collective inquiry.
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30

Thomas, Alicia Hill. "Learning from the field : are high poverty, high performing schools professional learning communities? /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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31

Coulson, Shirley Ann, and res cand@acu edu au. "Practitioner Experience of a Developing Professional Learning Community." Australian Catholic University. Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp194.07052009.

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Australian policy contexts are promoting school transformation through teacher learning and the development of schools as professional learning communities. However, Australian practitioners have very limited contextualised research to guide their efforts in response to these policies. The researcher’s involvement in a school revitalisation process provided the impetus for this research study that investigates the practitioner experience of a developing professional learning community at RI College (pseudonym for a large independent girls’ school in Brisbane). This study endeavours to gain a more informed and sophisticated understanding of developing a professional learning community with the intention of ‘living’ this vision of RI College as a professional learning community. Praxis-oriented research questions focus on the practitioner conceptualisation of their school as a developing professional community and their experience of supporting/hindering strategies and structures. The study gives voice to this practitioner experience through the emerging participatory/co-operative research paradigm, an epistemology of participative inquiry, a research methodology of co-operative inquiry and mixed methods data collection strategies. Incorporating ten practitioner inquiries over two years, recursive cycles of action/reflection engaged practitioners as co-researchers in the collaborative reflective processes of a professional learning community while generating knowledge about the conceptualisation and supporting/hindering influences on its development. The outcomes of these first-person and second-person inquiries, together with a researcher devised online survey of teachers, were both informative and transformative in nature and led to the development of the researcher’s theoretical perspectives in response to the study’s research questions. As outcomes of co-operative inquiry, these theoretical perspectives inform the researcher’s future actions and offer insights into existing propositional knowledge in the field. Engagement in this practitioner inquiry research has had significant transformative outcomes for the co-researchers and has demonstrated the power of collaborative inquiry in promoting collective and individual professional learning and personal growth.
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32

Kociuruba, Jr Jerry Paul. "Teachers' Perceptions of Professional Learning Communities and Their Impact on School Culture." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3618.

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Professional learning communities (PLCs) are a group of educators working collaboratively to improve student achievement and expand the pedagogy of the individual as well as the group. Studies on PLCs, grounded by the social constructivism theory of Vygotsky, Bandura, and Wenger, have found that collaboration and collegiality foster a positive school climate. This case study explored the perspectives of PLC participants at a suburban high school on the impact of their PLC on the school's culture. Ten teacher participants with at least 2 years of experience at the research site were individually interviewed, and 5 observations of content PLC meetings were conducted. Data were open coded to determine emergent trends. The analysis resulted in thick, rich descriptions of the experiences of the teacher participants. The findings suggested that the school's ineffective use of PLCs negatively affected its culture due to a lack of established norms, collaboration, communication, and accountability. A professional learning opportunity was developed focusing on effective PLC usage and the impact on school culture. The study supports positive social change by providing school leaders and PLC participants at the study site with information to sustain PLCs in a manner that promotes a positive school climate that could lead to a more efficient, consistent learning environment that benefits students.
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33

Horton, James N. Martin Barbara N. "The role of district administration in the establishment of professional learning communities." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6159.

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Анотація:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara N. Martin Vita. Includes bibliographical references.
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34

Rapp, Kellie C. "Perceptions of Principals Learning to Lead Professional Learning Communities in a Fast-Growth District." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609059/.

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The role of the principal has become increasingly complex and challenging. Recent emphasis has been placed on the role of principals as leaders who can build a culture of learning in schools to close the student achievement gap. Outside factors such as fast-growth in Texas have caused schools to change and grow quickly, which increases the learning demands placed on principals as they seek to develop the knowledge and skills needed for effective leadership. Developing and sustaining a professional learning community is a powerful strategy that has been found to improve teaching and learning, however developing professional learning communities requires skilled leadership. Limited research exists regarding how principals learn to implement and sustain professional learning communities within fast-growth districts, therefore, with this phenomenological qualitative research, I explored the lived experiences of seven principals within one fast-growth district in Texas to explore how they learned to develop and sustain a professional learning community.
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35

Santos, Oscar. "The Perceived Effect on Teaching and Learning through the development of a Professional Learning Community for staff teaching English Language Learners." Thesis, Boston College, 2009. http://hdl.handle.net/2345/1182.

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Thesis advisor: Irwin Blumer
This study was conducted within a small urban high school that exclusively serves English Language Learners in the northeastern United States. The purpose of the study was to determine teachers' perceptions of learning from each other, student learning and school wide collaboration as a result of the implementation of a Professional Learning Community as a means of improving instruction. The body of related literature provided the theoretical rationale for the data collection, analysis, and interpretation. Major sections of the literature review included: the definition and elements that make up a Professional Learning Community, a review of the theoretical and recent research concerning best practices to support English Language Learners and a review of the research regarding teacher collaboration. Data were gathered from six participants through pre and post interviews, journal entries throughout the year of the study, field notes from announced and announced visits and teacher made documents collected throughout the year of the study. Key findings included participants' perceptions that: they learned both practical and adaptive skills from their colleagues, that peer observation aided teachers in improving their practice, that student learning and student motivation increased, that participants felt that they made stronger relationships with students and that collaboration increased as a result of the implementation of the Professional Learning Community. Current research asserts that schools that implement purposeful and well planned Professional Learning Communities that provide time, space and training may foster teacher ownership that can be used as a powerful vehicle for improving teaching and learning and school wide collaboration. The study findings affirmed this
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
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36

Stamper, Jeffrey C. "A STUDY OF TEACHER AND PRINCIPAL PERCEPTIONS OF PROFESSIONAL LEARNING COMMUNITIES." UKnowledge, 2015. http://uknowledge.uky.edu/edl_etds/11.

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Throughout the post-modern or post-professional age (2000-present), high stakes testing and accountability of public schools forced educational organizations to improve their professional practices to work collaboratively (Little, 2003). As a result, professional learning communities (PLCs) have been found to improve student learning among educational organizations (DuFour, 2007; Hord, 2004). During the past 20 years, a significant amount of research has been conducted, which describes PLCs in the educational settings (Vescio, Ross, & Adams, 2008) Researchers note a lack of empirical research which focuses on teacher and principal perceptions of PLCs (Hord & Sommers, 2008). The central focus of this study is to better understand teacher and principal perceptions of the five dimensions of professional learning communities (PLCs) as identified by Hord through reporting data collected using the Professional Learning Community Assessment- Revised (PLCA-R). This study seeks to report teacher and principal perceptions of PLCs to identify specific practices that are most common in Kentucky schools. Findings suggest teacher and principal perceptions differ regarding the five dimensions of PLCs as described by Hord. Findings also suggest that both teachers and principals agree that all five dimensions exist including: Shared and Supportive Leadership, Shared Values and Vision, Collective Learning and Application, Shared Personal Practice, Supportive Conditions – Relationships, and Supportive Conditions- Structures. However, principal perceptions reflect that PLC practices were more common than teachers reported.
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37

Tshiningayamwe, Sirkka Alina Nambashu. "Exploring functionings and conversion factors in biodiversity teacher professional learning communities." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021313.

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The study explores the conversion factors, functionings (valued beings and doings), agency and structures in Professional Learning Communities (PLCs) for Life Sciences teachers’ biodiversity knowledge. The teachers’ valued beings and doings as well as conversion factors associated with these beings and doings were discussed within the conceptual framework of the capability approach using three PLCs in South Africa. Two PLCs were in the Eastern Cape Province (Grahamstown and Idutywa district), and one PLC was in the Western Cape (Cape Town) province. The PLCs involved in this study were course initiated and were positioned in the Fundisa for Change national teacher education programme. Fundisa for Change is a partnership programme that aims to enhance transformative environmental learning through teacher education. To illuminate constrained capabilities and how and to what extent the Life Sciences teachers’ empirical actions are related to these, the concepts of the capability approach were underlaboured with critical realism’s causal view of human action. A critical realist theory of causation was useful in explaining how the teachers’ valued beings and doings, conversion factors and capability sets can be partly accounted for via an understanding of underlying mechanisms that are generative of events and empirical experience. The study used a qualitative case study research methodology. Interviews, questionnaires, observations (of PLC activities), document reviews (of teachers’ portfolios of evidence, Fundisa for Change implementation plan, evaluation forms and resources materials, and policy documents) and reflection tools were used to collect data. Using the critical realism modes of inference (induction, abduction and retroduction), the data was analysed in two phases. Phase one analysis was primarily inductive and used thick descriptions (mainly in the form of quotes) to present and discuss the teachers’ valued beings and doings and associated conversion factors in the PLCs. This phase of analysis was abductive. The study reported four main functionings valued by teachers: subject content knowledge, teaching practices, assessment practices, and use of teaching and learning support materials. These valued functionings were discussed in light of the beings and doings in the PLCs and the underlying mechanisms related to teachers’ biodiversity teaching. Conversion factors that were associated with the teachers’ valued beings and doings in the PLCs were discussed in line with capability approach’s environmental, social and personal conversion factors. The study found that most of the conversion factors within the PLCs and the Fundisa for Change professional development programme (good facilitation, collaborative learning space, site where PLC activities happened, individual teachers’ capabilities, teaching and learning support materials and policy documents) were enablers to the teachers’ capabilities for biodiversity teaching, and thus enhanced teachers’ knowledge for biodiversity teaching. The study further found that teachers realised some of their achieved functionings in their actual teaching of biodiversity content in the Life Sciences curriculum, and that factors such as lack of resources, large class sizes, learners’ abilities and lack of interest among some teachers were amongst the factors that constrained teachers’ realisation of their achieved functionings in the PLCs. The study therefore revealed that if professional development programmes take account of underlying mechanisms and respond to teachers’ capabilities i.e. their valued functionings for biodiversity teaching in the Life Sciences curriculum, the professional development programmes can be an important conversion factor that enables the expansion of teachers’ capabilities (especially their biodiversity knowledge, pedagogical and assessment practice but also other capabilities) in ways that have the potential to reshape teachers’ classroom practices related to the teaching of biodiversity.
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38

Prince, Coryn Elizabeth. "The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157537/.

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This qualitative case study examined the effect of PLCs on teacher self-efficacy, and whether the type of PLC structure on each campus affected efficacy. The overarching research question that guided the study was, to what extent does perceived teacher self-efficacy change as a result of the practice of PLCs? Participants were selected using purposive and convenience sampling. Ten teachers and two principals on two different campuses participated in teacher focus groups and one-on-one principal interviews, respectively. The available literature on the topics of professional development, professional learning, teacher collaboration, and teacher self-efficacy yielded the discovery that collaborative practices can be used to improve a school and/or district or used to enhance positive practices that already occur. This study adds to the body of research as it develops the area of teacher efficacy and influence of PLCs. Using the coding software, NVivo, focus group data were coded into themes and further comparisons were made with categories derived and saturated until conclusions were drawn. The data show teacher self-efficacy increases as a result of PLCs when teachers are able to experience positive feedback from teammates, shared leadership, trust and honesty, and a freedom to fail. For those teachers who are not on a campus where PLCs are present, the data suggest they created their own PLCs as the need arose. These teachers experienced all of the same benefits of those teachers on a campus where a formal PLC structure exited; however, their stress level was higher.
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39

Pinello, Kimberly Ann. "The Relationship between Professional Learning Communities and Student Achievement in Virginia." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85191.

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Many K-12 schools across the US have embraced the philosophy of professional learning communities (PLC) as a school improvement measure; however significant quantitative research is lacking on the effectiveness of this phenomenon. Survey data were collected from a purposeful sample of elementary school principals or designees from four large school divisions in three metropolitan areas in Virginia. The survey incorporated questions regarding demographic information, including pass rates on the Virginia English and Math SOL tests for 2015-2016, the percentage of students classified as economically disadvantaged, the school's experience as a PLC, as well as Hord's (1996) School Professional Staff as Learning Community Questionnaire (SPSLCQ) instrument, to determine functionality as a PLC. Of the 158 surveys distributed, 74 were returned for a 47% return rate. The collected data were analyzed using descriptive and inferential statistics, including a hierarchical multiple regression analysis. The results of the hierarchical multiple regression support a predictive relationship between English SOL pass rates and the independent variables of economically disadvantaged students and the degree of functionality of PLCs. The model significantly predicted English SOL pass rates (F(2,71) = 70.86, p < 0.001, adjusted R2 = 0.66). Second, the results of the hierarchical multiple regression support a predictive relationship between Math SOL pass rates and the independent variables of economically disadvantaged students and the degree of functionality of PLCs. The model significantly predicted Math SOL pass rates (F(2,71) = 33.21, p < 0.001, adjusted R2 = 0.47). Lastly, there was no statistically significant relationship between the number of years a school had operated as a PLC and the functionality of the PLC (r = 0.16, p = 0.17). The findings may assist school leaders in determining the benefits of PLCs on student achievement as measured by pass rates on Virginia's English and Math SOL tests.
Ed. D.
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40

Curtis, Anna E. "Professional Learning Communities: A Comparative Case Study of Shared Personal Practice." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011785/.

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Effective instructional practice has a significant impact on student learning. Shared personal practice within a professional learning team (PLT) is one of the key elements in consistently improved instructional practice. However, this PLT characteristic is often the least evident and the hardest to absorb into PLT culture. This study examined the relational characteristics, facilitating factors, or barriers to shared personal practice within a PLT. Two PLTs in core subject areas across two Texas high school campuses were included in this comparative case study. Data from document analysis, PLC observations, focus group interviews, and in-depth individual interviews were examined thematically to answer the research questions guiding this study. The results of this study revealed that building strong relationships and an emphasis on collective creativity were strong predictors of sharing personal practice. Collective clarity on PLT practices and the purpose of sharing personal practice increased the success and occurrence of sharing personal practice. The results also revealed that the copious tasks of teaching and negative perceptions of being observed by colleagues hindered consistent sharing of personal practice. This study describes the current context of shared personal practice as a foundation for future studies to examine how practice can be transformed.
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41

Draper, Daniel Paul. "Guiding the Work of Professional Learning Communities: Perspectives for School Leaders." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1823.

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Professional Learning Communities (PLCs) are groups of educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators (DuFour, DuFour, Eaker, & Many, 2006). Researchers and practitioners agree that PLCs are critical to the overall success of schools. The problem is that implementing PLCs with fidelity to an inquiry process is a real challenge. Most school districts do not have a systematic or comprehensive approach to guide their PLC process. School leaders are in need of quality tools and resources to assist them in implementing PLCs. As a possible solution to this problem, a design team of four Estacada School District principals and one vice principal was convened to create, field-test and refine a handbook for PLC leadership. The handbook was field-tested in four schools and evaluated to determine its usefulness. The study's primary research questions were: (a) Is the PLC handbook a useful resource for school leaders? and (b) What are the handbook's strengths and weaknesses? Secondary research questions focused on specific topics and sections of the handbook: (a) How do school leaders organize and support a PLC framework? (b) How can PLCs support school change initiatives? (c) How can PLCs gather and analyze student data? (d) How can PLCs plan for future action? and (e) How can PLCs troubleshoot challenges? The design team relied on a problem-based learning approach (Bridges & Hallinger, 1995) and the use of a research and development process (Borg & Gall, 1989) to design an educational product ready for operational use in their schools. The design team met weekly for regularly scheduled meetings. They used the Critical Friends Consultancy Protocol (Harmony Education Center, 2013) as a systematic way to problem solve and collect qualitative data. The data collected from these sessions were transcribed, coded for themes, and analyzed. Other data sources that were used included the review of institutional documentation, structured interviews with teacher leaders, and survey results. The design team then refined its PLC handbook through the first seven steps of the research and development process: (a) Research and information collecting; (b) Planning objectives, learning activities, and small scale testing; (c) Developing a preliminary form of the product; (d) Preliminary field-testing; (e) Main product revision; (f) Main field-testing; and (g) Operational product revision. The design team determined that the handbook was in fact a useful resource for school leaders, and it helped move PLC work forward in each of the four schools. The team found that the handbook had a number of strengths, including the clarification of key terminology and the establishment of a common language for PLCs. Another noted strength was that the activities included in the handbook were user-friendly. A noted opportunity was that the field-tested handbook did not create viable ways to involve parents, families, and community members in PLC work alongside educators. This opportunity is being addressed by the design team in future handbook revisions. The handbook helped school leaders organize and support a PLC framework. The design team confirmed that the handbook assisted PLCs in completing the work required of major school change initiatives, including Differentiated Instruction/Sheltered Instruction, Response to Intervention/Positive Behavioral Intervention Support, Common Core State Standards, and Proficiency-Based Learning. The design team also found the PLC handbook to be useful as an orientation tool for new staff members, as well as a valuable review tool for PLC veterans, particularly regarding how to collect and analyze student assessment data. The handbook also helped PLCs plan future action relative to providing intervention and enrichment opportunities for students. Finally, the handbook provided tools to help educators troubleshoot challenges that surfaced during their PLC work. The design team will continue to refine its handbook and provide support for the Estacada School District and community as mutually-beneficial PLC-related activities, grants, and projects are pursued. The optimal next step for future use of the handbook would be for several schools and districts throughout Oregon, particularly from small, rural areas, to pilot the handbook. The piloting schools and districts could then share the roadblocks and success stories pertinent to their use of the handbook, which would in turn support the design team in making a quality final product revision.
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42

Baker, Jr William James. "Middle School Teachers' Perceptions of Data Use Within Professional Learning Communities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/535.

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Researchers have shown that effective use of student data by teachers can inform teaching practice, leading to improved outcomes on standardized tests. In order to improve declining test scores at the middle school under study, professional development on the use of data teams was implemented. However, a year after implementation, teachers were still not utilizing data within their professional learning communities (PLC) effectively or at all. This qualitative case study addressed the problem of the need for teachers to use data more effectively. The conceptual framework of the study was based on the models of PLCs by DuFour and of data teams by Love. The research questions addressed how teachers perceived and used data in their PLCs in order to improve instruction. Qualitative data were collected from individual interviews with 7 teachers, observations of 8 PLC meetings, and review of PLC documents. Triangulation and member checking were used to bolster trustworthiness of interpretations. The data analysis led to 4 common themes: teachers felt they were forced to use data, had excessive responsibilities within PLCs, were busy with other required tasks, and needed more training on data use. The findings led to the design of a 5-day professional development series on data teams to be implemented at the middle school. This study has the potential to increase teacher capacity in using student data to inform instruction and to improve student achievement at the local school and district levels.
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43

Ward, Patrick A. "Measuring Dimensions of Professional Learning Communities to Predict Secondary School Climate." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/609.

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Schools are experiencing many reform initiatives, yet creating positive school climates as a way to promote increased student achievement has been omitted from the policy discussion. Whether the professional learning community (PLC) construct can predict school climate is a gap in the current literature. Using change theory and distributed leadership as a framework, the purpose of this quantitative study was to examine the relationships between the dimensions of a PLC (shared values and vision, intentional learning and application, supportive and shared leadership, supportive conditions and shared personal practice) and school climate variables (academic emphasis, initiating structure, consideration and morale). Four multiple regression models were used to analyze data collected from the Organizational Health Inventory and School Professional Staff as Learning Community (SPSaLC) survey (n = 131). According to the study results, there is a relationship between the dimensions of a PLC and school climate variables. Based on the regression analysis, shared values and vision significantly predicted academic emphasis, intentional learning and application significantly predicted morale, supportive and shared leadership significantly predicted consideration and initiating structure, supportive conditions significantly predicted consideration and morale, and shared personal practice significantly predicted consideration. The result of distributing leadership through the PLC structure can improve school climate. These findings promote positive social change through the analysis of this relationship, a first of its kind. School leaders looking to create PLCs with the intent of improving both student achievement and school climate will directly benefit from this research.
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44

Smith, Michelle Lynn Hart Jeni. "Professional learning community a case study of one Midwestern school /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7032.

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Анотація:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jennifer L. Hart. Vita. Includes bibliographical references.
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45

Hudson, Quonias. "The Effectiveness of Professional Learning Communities as Perceived by Elementary School Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1346.

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School districts in a southeastern state have faced the challenge of choosing an effective professional development model that assists teachers in improving student achievement. Some school districts have implemented professional learning communities (PLCs) as a means of addressing teachers' professional development. Guided by the social learning theories of Bandura, Vygotsky, and Wenger, the research questions focused on teachers' perceptions of the use of PLC experiences for making classroom decisions and their value for enhancing teacher learning, teacher collaboration, and student learning. Data for this case study were collected from 7 certified elementary teachers in 1 school who had participated in PLCs for 2 years. Interview data were coded and reviewed for common themes and patterns. The results of this study revealed that teachers perceived there was not enough time for teacher collaboration and teacher learning built into the activities and structure of the current PLC at the study site. The findings from this study were used to create a 3-day training session for local teachers on how to structure and function in a PLC environment. The sessions include training for grade-level chairpersons and professional development sessions for grade-level teams of teachers. The project will give the elementary teachers in this school meaningful opportunities to positively affect their own and students' learning and share learned practices and skills with other teachers in the district. Achieving social change at a larger level is possible as this professional development opportunity with a focus on teacher and student learning can serve as a model for other schools in the district.
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46

Smith, Charles Raymond. "Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership." University of the Western Cape, 2015. http://hdl.handle.net/11394/4943.

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Philosophiae Doctor - PhD
Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona, Kearney, & Burden, 2013). The “quick fix” mentality that is endemic to most including those aimed at educational systems leads to very superficial implementation of improvement strategies, including teacher development. These strategies are usually bureaucratically mandated and superficially implemented in a top-down manner. One of the critical drawbacks of such superficial implementation of top-down improvement strategies is that it fails to appeal to teachers because of their historical experiences of such short term and intermittent improvement interventions. This study focussed on the development of a Professional Learning Community (PLC) as a possible continuous professional teacher development (CPTD) model with a promise to deliver effective CPTD. Literature in this regard indicates this model of CPTD as highly effective to support sustained teacher development. The efficacy a PLC is predicated on a collaborative and relational approach to teacher development and professional learning underpinned by a microclimate of commonality. The initiation of PLCs is a complex task. It requires a deep understanding of the processes involved in orientating teachers to processes that involve reflective dialogue and collaborative inquiry. Hence this study sought to investigate experiences of teachers in a PLC established through an alliance involving teachers, didacticians and education officials. This study found that the PLC signifier conveys significant meaning for teachers in terms of their engagement in the PLC. Moreover, teachers’ experiences of the PLC model confirmed the generally accepted features of a PLC. The importance of having a common vision, norms and standards was shown to be an important dimension of the PLC. Besides the fact that the active promotion of this shared vision by the PLC leadership and other education administrators was highlighted, teachers in general accepted the importance of being reflective practitioners. Despite this belief in the value of collaborative reflection, this study found that it does not take place as often as one would expect. This is, to some extent, due to the timetabling arrangements at most schools in the sample. Findings of this investigation provided evidence that it is possible in a PLC to effect a shift from professional development to professional learning. This is consistent with literature in this regard, for example, Benken & Brown (2010) support this argument by indicating that CPTD should be viewed as professional learning that is sustained over time. However, the issue of sustainability is an important challenge. This study revealed that teachers see sustainability as a function of three important variables, namely, recognition by school leadership and administrators, support from the organised teacher movements and subject organisations, and teacher commitment. Important affordances of a PLC identified through this study are relational agency, epistemic agency and a micro-climate of commonality. These affordances are viewed as important enablers of collaborative inquiry and reflective dialogue and underscores the community aspect of a PLC.
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47

Franks, Douglas. "Mathematics Professional Learning Communities: Opportunities and Challenges in an Elementary School Context." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79785.

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School-based professional learning communities (PLCs) have become an important means of “building capacity” among teachers in a wide variety of areas, including those with a subject focus. Very often, these PLCs are mandated by administration, and operate under an established structure. This paper describes an attempt by a mathematics coordinator and school level “lead’ teachers to establish relatively informal PLCs in mathematics in an effort to improve mathematics teaching, and thus student learning, in an environment that focused very much on literacy. The four PLCs created are discussed, as are the opportunities and the challenges that go with the relative freedom offered to the teachers. Sustainability is a central challenge to these groups.
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48

Sams, Roderick Donnel. "Lessons from a rural Georgia school on developing successful professional learning communities." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/roderick_d_sams/Sams_Roderick_D_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." In Education Administration, under the direction of Meta Harris. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 110-118) and appendices.
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49

Stewart, Keith Allen. "Effects of Professional Learning Communities in Alabama Black Belt Schools| Case Study." Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619414.

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The purpose of this qualitative case study was to explore the effects of professional learning communities (PLCs) in Alabama Black Belt schools. Alabama's Black Belt has many challenges, such as poverty, high concentration of students from low-income households, struggling schools, and repercussions of the No Child Left Behind Act. The researcher identified school-related factors that were beneficial to student achievement. One such factor was PLCs. However, it was not known if PLCs were the reason sustained student achievement was achieved in the Park County School District. Fifteen educators participated in this study. Four research questions guided this study. Through this case study, data were collected, coded, thematically analyzed, and interpreted to identify factors that may have enabled the Park County School District to sustain student achievement. Despite the challenges that exist throughout the Black Belt region, the dedicated professionals who work in the Park County School District found ways to educate children from poverty households. One important factor to their success was PLCs. PLCs provided opportunities for educators to influence student achievement through collaboration on instructional practice, leadership, and shared decision-making.

Keywords: Achievement, black belt, poverty, professional learning communities, education, teachers, school administrators.

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50

Phillips, Jori K. "The Study of the Impact of Professional Learning Communities and Student Achievement." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621758.

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The purpose of this study was to determine if a difference existed between student learning, using the Missouri Assessment Program (MAP), and Professional Learning Community (PLC) implementation within fifth-grade populations in the state of Missouri. The following research questions were utilized to drive the research: What is the difference in MAP communication arts scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What is the difference in MAP math scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What are the perceptions of administrators of Missouri PLC districts regarding the Missouri PLC program and student achievement? Three years of math and communication arts data were analyzed in this study. Yearly mean scores were compared by applying a t-test to determine if a statistical significance existed between PLC implementation and student learning. Missouri PLC exemplary schools' data were analyzed and compared to data of like-demographic, non-PLC implementing schools. The data revealed, in the area of communication arts, no statistical significant difference in student achievement between PLC exemplary schools and non-PLC schools. These findings led to the decision to not reject the null hypothesis and not support the alternative hypothesis. A statistical significant difference was found in the area of math, and an overall conclusion was drawn that supported the alternate hypothesis and rejected the null hypothesis. In addition, interviews were conducted with Missouri PLC exemplary school administrators to gain perspectives into the daily successful workings and effect of the Missouri PLC model on student achievement. Administrators from the PLC exemplary schools attributed gains in student achievement to PLC implementation.

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