Teacher Construction of Knowledge and Perception Surrounding Professional Learning Communities
Teacher Construction of Knowledge and Perception Surrounding Professional Learning Communities

Author: Lori A. Smith

Publisher:

Published: 2016

Total Pages: 146

ISBN-13:

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Today, educators, administrators, students, and community stakeholders are being asked to receive, implement, and utilize change strategies designed to improve student achievement. One such change strategy currently being utilized is that of the professional learning community. Empirical evidence capturing the voices of the teachers who construct their knowledge and perception surrounding professional learning communities is deficient in the body of literature found today. Using a narrative approach this study examined the following research questions: How do teachers describe the purpose of PLCs? What are teacher perceptions of PLCs at Ames Elementary? How do teacher perceptions of PLCs affect the implementation of PLCs at Ames Elementary? The findings of this study indicate that administrators need to provide ongoing teacher training opportunities. There must also be support provided for the staff that will ensure their ability to be able to form a strong collaborative PLC culture. The purpose for the implementation of PLCs must be clearly articulated and transparent, and the development of positive teacher leaders within PLCs is key. This paper suggests that these factors are useful in working toward implementing and sustaining a professional learning community.

Teachers Perceptions Of The Professional Learning Community As A Model Of Professional Development
Teachers Perceptions Of The Professional Learning Community As A Model Of Professional Development

Author: Chanie A. Peterson

Publisher:

Published: 2014

Total Pages: 185

ISBN-13:

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The Professional Learning Community (PLC) has increasingly gained worldwide acceptance as a research- based approach to professional development for educators. Benefits of the PLC are touted by many researchers who also identify the challenges to authentic implementation of the PLC model. This action research explored teachers' perceptions of the Professional Learning Community. Data sources for this research included an anonymous online survey, in-depth one-on-one interviews and a focus group. Study participants were elementary school teachers of grades five through eight who participated in horizontal professional learning communities for at least one year. Research questions providing the framework for this study were (1) To what extent do teachers think professional learning communities have impacted classroom instruction? (2) What do teachers perceive to be the greatest challenges to effective implementation of professional learning communities? and (3) What do teachers perceive to be the greatest benefits of professional learning communities? Data from these multiple sources indicate that teachers believe that the professional learning community is a viable method of professional development that produces sustainable and positive results for teachers and students. Teachers participating in this study identified numerous benefits of the professional learning community, the most significant being collaboration and knowledge-sharing. Participants believe that the work they do in professional learning communities has impacted classroom instruction and the culture of the school. Challenges to implementation of professional learning communities stem from scheduling issues and time conflicts. Other key themes emerged from the data. For example, teachers believe that they have improved as teachers and consequently, student achievement has improved as a result of PLCs. Teachers working in PLCs share a collective responsibility for pupil learning. Teachers also believe that a school should implement and maintain both vertical and horizontal PLCs. Teachers reported that PLCs fostered better relationships between teachers and administrators and that leadership at the building level impacts the fidelity of a PLC. One other important theme is that relationship building and trust are essential components of a highly functional professional learning community.

Teacher Perceptions of a Professional Learning Community
Teacher Perceptions of a Professional Learning Community

Author: Bo Hannaford

Publisher: LAP Lambert Academic Publishing

Published: 2011-09

Total Pages: 116

ISBN-13: 9783846511671

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Many studies provide evidence that professional learning communities are a valid means for school reform in public education. These studies may be even more important since schools are facing more pressure than ever to meet high academic performance benchmarks. Therefore, the purpose of this study was to discover teacher perceptions toward a professional learning community and teacher perceptions of instructional practice in a middle school in a southern U.S. state. The results of this study indicated that teachers have a positive perception of learning communities, instructional practice, effective communication, collaboration, shared leadership practices, and the use of common assessments. Teachers, principals, and superintendents may use the results of this study to promote the creation of professional learning communities. The results of this study can lead to positive social change by providing an alternative school culture encouraging a positive perception among teachers that leads to improved instructional practice which can impact student learning

Professional Learning Communities at Work
Professional Learning Communities at Work

Author: Richard DuFour

Publisher: Solution Tree

Published: 1998

Total Pages: 0

ISBN-13: 9781879639607

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Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide.

Doing what Matters Most
Doing what Matters Most

Author: Linda Darling-Hammond

Publisher:

Published: 1997

Total Pages: 76

ISBN-13:

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This report gauges progress toward achieving high quality teaching in every classroom, using data about teaching conditions that are new since publication of an earlier report by the National Commission on Teaching and America's Future. Section 1, "Doing What Matters Most: Investing in Quality Teaching," describes the Commission's original findings and recommendations following two years of study. Findings indicate that most schools and teachers cannot achieve new educational goals because they do not know how and do not receive support to do so. Recommendations include linking teacher standards to student standards, reinventing teacher preparation and professional development, overhauling teacher recruitment, putting qualified teachers in every classroom, and organizing schools for success for all. Section 2, "America's Agenda for Education," discusses new standards and new students in America's schools, examining why and how teaching matters. Section 3, "Lessons from Last Decade's Reforms," discusses major initiatives in North Carolina, Connecticut, and other states for improving teaching quality. Section 4, "The Current Status of Teaching," discusses teacher recruitment and teacher supply and demand; salaries and working conditions; retention; qualifications and training; reform of teacher education and induction; access to professional development; and progress in school reform. Section 5, "Evidence of Progress," describes federal, state, and local initiatives to improve quality. Six appendixes offer state report cards on teacher quality; state-by-state data tables; National Council for the Accreditation of Teacher Education, Interstate New Teacher Assessment and Support Consortium, and National Board standards; Commission staff, advisors, and consultants; partner state contact persons; and national organization partners and contact persons. (SM)

The Five Disciplines of PLC Leaders
The Five Disciplines of PLC Leaders

Author: Timothy D. Kanold

Publisher: Solution Tree Press

Published: 2011-08-01

Total Pages: 306

ISBN-13: 193554344X

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Make the transition from traditional, whole-group reading instruction to the 21st century classroom by integrating three innovations that will dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. Detailed ex

Demystifying Professional Learning Communities
Demystifying Professional Learning Communities

Author: Kristine Kiefer Hipp

Publisher: R&L Education

Published: 2010-02-16

Total Pages: 176

ISBN-13: 1607090511

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The purpose of this book is to clearly define an approach to school improvement that uses professional learning community (PLC) practices to achieve school improvement and success for every student. This book offers information, examples and case studies to clarify the concept of a PLC, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement. As school leaders proactively lead efforts to create learning communities, their schools, districts, and staff will incorporate knowledge, skills, and practices that focus on teaching and learning for all. The authors' findings will assist leaders, change agents, policy makers, and university faculty in guiding schools toward creating and maintaining PLCs as they sustain school improvement for student learning.

Theories of Professional Learning
Theories of Professional Learning

Author: Carey Philpott

Publisher: Critical Publishing

Published: 2014-11-04

Total Pages: 98

ISBN-13: 1909682365

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An essential guide to a number of important theories of professional learning, of particular value both to those taking on new responsibilities in relation to initial teacher education (ITE) and those interested in developing new ways of working in partnership. Each chapter provides a concise and critical overview of a key theory and then considers how it might impact on the processes and organisation of teacher education, drawing on key pieces of literature throughout. The book responds to the growth of interest and research in professional and work-based learning including ideas such as communities of practice, activity theory and socio-cultural theory alongside already established models such as those of Schön, Eraut and Shulman. In addition changing models of teacher education mean there are new ways of understanding professional learning as practices, roles and identities are re-established.

Professional Learning Communities and Teacher Enquiry
Professional Learning Communities and Teacher Enquiry

Author: Alison Fox

Publisher: Critical Publishing

Published: 2020-03-16

Total Pages: 156

ISBN-13: 1912508842

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Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context. This book provides a critical overview of different ways of thinking about professional learning as a social process through collaborative and collective activity, including the notion of professional learning communities and how these might be used to support teacher enquiry. It examines the opportunities and challenges this poses to teachers and school leaders, and includes practical advice on how to facilitate, engage with and evaluate collaborative teacher enquiry models.

An Investigation Of Teacher Efficacy: Understandings, Practices, And The Impact Of Professional Development As Perceived By Elementary School Teachers
An Investigation Of Teacher Efficacy: Understandings, Practices, And The Impact Of Professional Development As Perceived By Elementary School Teachers

Author: Arnold Jeffrey White

Publisher:

Published: 2014

Total Pages: 202

ISBN-13:

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The Professional Learning Community (PLC) has increasingly gained worldwide acceptance as a research- based approach to professional development for educators. Benefits of the PLC are touted by many researchers who also identify the challenges to authentic implementation of the PLC model. This action research explored teachers' perceptions of the Professional Learning Community. Data sources for this research included an anonymous online survey, in-depth one-on-one interviews and a focus group. Study participants were elementary school teachers of grades five through eight who participated in horizontal professional learning communities for at least one year. Research questions providing the framework for this study were (1) To what extent do teachers think professional learning communities have impacted classroom instruction? (2) What do teachers perceive to be the greatest challenges to effective implementation of professional learning communities? and (3) What do teachers perceive to be the greatest benefits of professional learning communities? Data from these multiple sources indicate that teachers believe that the professional learning community is a viable method of professional development that produces sustainable and positive results for teachers and students. Teachers participating in this study identified numerous benefits of the professional learning community, the most significant being collaboration and knowledge-sharing. Participants believe that the work they do in professional learning communities has impacted classroom instruction and the culture of the school. Challenges to implementation of professional learning communities stem from scheduling issues and time conflicts. Other key themes emerged from the data. For example, teachers believe that they have improved as teachers and consequently, student achievement has improved as a result of PLCs. Teachers working in PLCs share a collective responsibility for pupil learning. Teachers also believe that a school should implement and maintain both vertical and horizontal PLCs. Teachers reported that PLCs fostered better relationships between teachers and administrators and that leadership at the building level impacts the fidelity of a PLC. One other important theme is that relationship building and trust are essential components of a highly functional professional learning community.