Two Approaches to Learning Communities in a Large Suburban District
Two Approaches to Learning Communities in a Large Suburban District

Author: Chad Matthew Golden

Publisher:

Published: 2013

Total Pages:

ISBN-13: 9781303241017

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The guiding purpose of this study was to examine two types of learning communities, Pearson Learning Teams (PLTs) and Professional Learning Communities (PLCs), in a large suburban school district to describe and compare the professional practices and professional relationships of teachers and administrators in six elementary schools. The study looked at teacher learning communities as perceived by educators in three PLT schools and three PLC schools following program implementation. The factors affiliated with professional practice were holding a common vision, carrying out tasks, focusing on results, and engaging in inquiry. The factors aligned with professional relationships were a feeling of belonging and managing conflict. Findings indicated educators in all schools reported high levels of agreement that their learning communities reflected desired qualities for teacher collaboration. No difference in common mission, tasks, and action between PLT and PLC schools were noted. Conflict and goals were more evident in PLT schools. Educators in schools that followed PLC guidelines were more likely to agree that a sense of belonging was part of their team work.

Real World Professional Learning Communities
Real World Professional Learning Communities

Author: Daisy Arredondo Rucinski

Publisher: Rowman & Littlefield Publishers

Published: 2017

Total Pages: 0

ISBN-13: 9781475822809

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In a professional learning community, teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students in their classrooms. Whatever the organizational structure, the teams have one goal, that is to improve teaching so that student learning is improved.

Challenges Facing Suburban Schools
Challenges Facing Suburban Schools

Author: Shelley B. Wepner

Publisher: Rowman & Littlefield

Published: 2017-05-01

Total Pages: 150

ISBN-13: 1475832842

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This coedited book describes the impact that an increasingly diverse student population has on 21st century suburban schools. It also presents what can and should be done to help K-12 school district administrators and teachers address this growing phenomenon across the nation. This eight-chapter book: provides a demographic, political, economic, and sociological overview of the changing nature of suburban schools describes the nature of student diversity in the changing suburbs and issues with student achievement identifies administrative responsibilities and program structures for working with a changing student population proposes ways to reduce the achievement gap, most notably in literacy looks at how to use “whole child” assessment protocols to provide support for such students delves into parent inequities within changing suburban districts and offers ideas for closing the parent gap. This book is written for school district administrators, teachers, legislators, policy makers, teacher educators, and educational researchers for developing programs and pathways for a segment of the student and parent population that now is living in suburban areas without traditional roots as advantaged suburbanites.

Evaluation of the Implementation of Professional Learning Communities and the Impact on Student Achievement
Evaluation of the Implementation of Professional Learning Communities and the Impact on Student Achievement

Author: Cristi M. Bostic

Publisher:

Published: 2013

Total Pages: 204

ISBN-13:

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This dissertation evaluated the implementation of professional learning communities in a large suburban school district in North Carolina. The presence of shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, supportive conditions for relationships, and supportive conditions for structures are all attributes that were assessed to determine the degree of implementation. -- A quantitative and qualitative program evaluation was conducted using the CIPP evaluation model to determine the degree of implementation of professional learning communities and whether or not the implementation has had an impact on student achievement based on state end of course test results. The CIPP model of program evaluation is a systematic process to evaluate the context, input, process and product of a particular program to determine the effectiveness of the program. Teacher members of the Algebra I, English 9, and Biology professional learning communities at each of the six high schools were asked to complete the Professional Learning Communities Assessment - Revised survey. The researcher also requested to observe a sample of professional learning community meetings with these teachers to determine whether or not there is evidence that certain characteristics of the professional learning community concept exist. Interviews were conducted with each of the 6 principals, the assistant superintendent of secondary education and the facilitator of professional development.

The Impact of Professional Learning Communities on Student Achievement in American Public Schools
The Impact of Professional Learning Communities on Student Achievement in American Public Schools

Author:

Publisher:

Published: 2013

Total Pages: 92

ISBN-13:

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"The goal of this thesis is to outline what a professional learning community (PLC) is and the procedures used in its implementation. More importantly, this study then determines if PLCs can improve a school climate and increase student achievement. The study includes research on American public schools through the decades, various policies developed to promote student learning and to eliminate the gap in achievement among students of varying backgrounds. It looks at the policy of the Elementary and Secondary Education Act (ESEA) and how that policy was altered to become the No Child Left Behind Act (NCLB). The study then outlines the elements and implementation of PLCs, describing the role that everyone involved plays. Although more research is being conducted, there is existing evidence that PLCs have a positive impact on school climate and student achievement."--leaf 4.

Professional Community and Professional Development in the Learning-centered School
Professional Community and Professional Development in the Learning-centered School

Author: Judith Warren Little

Publisher:

Published: 2006

Total Pages: 40

ISBN-13:

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Provides a research-based blueprint for teacher learning, including the goals it can serve, strategic content priorities, and effective approaches or strategies. In "learning-centered" schools - where there is an emphasis on both student and teacher learning - teacher professional communities are the hub of a learning system that focuses on instructional improvement. These communities are strategically linked with various other modes of professional development within and outside the school.

Professional Learning Communities and School Improvement
Professional Learning Communities and School Improvement

Author: Kelly N. Flowers

Publisher:

Published: 2018

Total Pages: 120

ISBN-13:

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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.