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Perceptions Of Instructional Efficacy Within A Professional Learning Community
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Book Synopsis Perceptions of Instructional Efficacy Within a Professional Learning Community by : Timothy W. Mitzel
Download or read book Perceptions of Instructional Efficacy Within a Professional Learning Community written by Timothy W. Mitzel and published by . This book was released on 2009 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was designed to examine fourth and fifth grade reading teachers' perceptions of the effectiveness of participation in a Professional Learning Community (PLC) on collaboration, instructional delivery, and professional development. Analysis of data gathered via pre Likert scale survey responses, post Likert scale survey responses, open ended response questions, and personal interviews with participants found an increase in these perceptions. Significant increases in participants' perceptions of collaboration, openness to improvement, and communication structures were present following participation in a PLC. The study discussed critical components of a PLC as related to collaboration, instructional delivery, and professional development. Findings revealed significant increases in the perceived presence of collaboration following participation in a PLC. Components included critical elements, human resources, and structural conditions necessary for successful implementation. Findings revealed increased perceptions of instructional delivery as a result of participation in a PLC. Participants perceived an increased sense of collaboration, instructional delivery, and professional development.
Book Synopsis Perceptions of the Effects of Professional by : Kyra Lee Rhyne
Download or read book Perceptions of the Effects of Professional written by Kyra Lee Rhyne and published by . This book was released on 2011 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to describe teacher perceptions of the effects of Professional Learning Communities (PLCs), as designed by common planning of core subjects among high school teachers, on teacher efficacy in the public schools of North Georgia. The study sought to answer the following research questions: (1) Is there a difference in teacher selfefficacy as measured by the Teacher's Sense of Efficacy Scale (TSES) between high school teachers who participate in Professional Learning Communities linked with the organizational structure of common core planning and those who do not? and (2) What differences exist among teachers' description of the effects of common core planning on their teaching practices and on their self-efficacy? The first question was answered using the TSES. The second research question was answered through interviews with a purposefully selected sample of teachers. This research used mixed methods. Survey and interview data exploring teacher's educational experience in Professional Learning Communities designed with and without common core planning were collected. Survey results provide evidence of a positive relationship between classroom related components of teacher efficacy and Professional Learning Communities linked with the organizational strategy of common core planning among the unit of analysis--the teachers. This study added to the existing body of knowledge about the use of Professional Learning Communities in high schools. Implications for researchers, policy analysis, and practitioners were identified.
Book Synopsis The Relationship of Teachers' Perceptions of Collective Efficacy and Perceptions of Professional Learning Communities by : Danielle Shaw Robertson
Download or read book The Relationship of Teachers' Perceptions of Collective Efficacy and Perceptions of Professional Learning Communities written by Danielle Shaw Robertson and published by . This book was released on 2011 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: The dissertation was designed to describe the relationship of collective teacher efficacy to the phases of professional learning communities (PLC) in a rural school district in the southern piedmont region of North Carolina. (1) Background and Method. Limited research exists in the area of collective teacher efficacy and its relationship to professional learning communities, especially related to the phases of development conceptualized by J.B. Huffman and K.K. Hipp 2003 (book entitled Reculturing Schools as Professional Learning Communities) in their Professional Learning Community Organizer. The researcher gathered baseline data regarding the teachers' perceptions of their schools' functioning as professional lkearning communities from the North Carolina Teachers' Working Conditions Survey given in the spring of 2010. The Professional Learning Community Assessment and Collective Teacher Efficacy Instrument (CTE) were administered in the fall to 26 schools within the district. Using this information, the researcher conducted statistical analyses to determine the relationships between professional learning communities and collective teacher efficacy and the relationships between the specific phases of development (initiation, implementation, and institutionalization) of a PLC and collective teacher efficacy. (2) Findings. According to the results of this study, the five dimensions of the PLC have been shown to have some positive, significant relationships with CTE especially at the elementary level. The educators within this district should seek to continue developing their PLCs at every level to build collective teacher efficacy and to sustain a culture conducive to continued reform.
Book Synopsis Teachers' Perception of the Effectiveness of a Professional Learning Community to Build Student Academic Self-Efficacy by : Sydonie Maitland
Download or read book Teachers' Perception of the Effectiveness of a Professional Learning Community to Build Student Academic Self-Efficacy written by Sydonie Maitland and published by . This book was released on 2016 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: This participatory design study aims to depict the shared experience of teachers working within a professional learning community (PLC) focused on raising students' academic self-efficacy through enhancing their professional growth. This study will seek to document the experiences of the implementation of PLCs in an alternative school setting and provide practical strategies for increasing students at risk of school failure academic self-efficacy. The research employed a mixed methodology. The researcher collected qualitative data through semi-structured interviews and observations of the participating teachers and students. The Children's Multidimensional Self-Efficacy Scales, including the Self-Efficacy for Self-Regulated Learning scale and Self-Efficacy for Academic Achievement Scale, were used to measure areas of academic self-efficacy. Bandura's Instrument Teacher Self-Efficacy Scale was used to gather data on the collective efficacy of the teacher participants. Data are provided based on the Reformed Teacher Observation Protocol to support the finding of instructional observations. The study will be guided by the following research questions: (1) How does participation in a Professional Learning Community impact a teacher's ability to foster academic self-efficacy among at-risk students? (2) How is the collective self-efficacy of alternative high school teachers impacted by participation in a Professional Learning Community? (3) What instructional practices derived from the participation in a professional learning community do teachers perceive to be associated with higher levels of student academic self-efficacy? The overall findings of this study, based on teachers' perspective, supports that professional learning communities are beneficial intervention tools that result in sustainable on-going professional development. More specifically, it allows for professional learning that honors professionalism, expertise, experiences and skills of teachers and staff. PLCs establish a culture of meaningful discussion about what quality looks like in terms of what teachers teach and how their students perform. The study supports the findings that PLCs offer time for inquiry and reflection that promote learning and application. The data revealed positive outcomes that include a forum to share ideas focused on a shared common goal and created changes in the increased collective efficacy of the school. This study identified ten instructional practices that alternative high school teachers believed increase behavior changes for greater academic self-efficacy improving student performance.
Book Synopsis An Investigation Of Teacher Efficacy: Understandings, Practices, And The Impact Of Professional Development As Perceived By Elementary School Teachers by : Arnold Jeffrey White
Download or read book An Investigation Of Teacher Efficacy: Understandings, Practices, And The Impact Of Professional Development As Perceived By Elementary School Teachers written by Arnold Jeffrey White and published by . This book was released on 2014 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Leading Professional Learning Communities by : Shirley M. Hord
Download or read book Leading Professional Learning Communities written by Shirley M. Hord and published by Corwin Press. This book was released on 2008-02-01 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Hord is the originator of the triple-headed concept of professional learning communities. Sommers is an experienced administrator and past president of the National Staff Development Council. With the authors′ extensive backgrounds in educational evaluation and the implementation of school change and development, they are uniquely equipped to delineate and defend a particular vision of professional learning communities that has educational depth, professional richness, and moral integrity." —From the Foreword by Andy Hargreaves "The most important volume available to help principals undertake the challenging yet exhilarating work of building true communities of professional learning." —Joseph Murphy, Professor Vanderbilt University "The book does not gloss over the challenges that leaders will encounter. The authors draw upon rich research evidence and personal experiences and offer many practical, proven change strategies. This is a valuable resource for any educational leader who wishes to become a ′head learner.′" —Arthur L. Costa, Professor Emeritus California State University, Sacramento "Hord and Sommers create a powerful bridge between the research base on PLCs and practitioner knowledge and action. The book′s dual focus on principles and ′rocks in the road′ provide a grounded basis for school leaders. A dog-eared copy should be in every principal′s office and in every professional developer′s tool kit." —Karen Seashore Louis, Rodney S. Wallace Professor University of Minnesota, Minneapolis "The authors′ rationale and suggestions will resonate because they come from experience and great insight. The bottom line remains steadfast for these two distinguished educators: you implement a PLC so that teachers learn and students achieve. This text will help educators reach toward that compelling vision." —Stephanie Hirsh, Executive Director National Staff Development Council Imagine all professionals in all schools engaged in continuous professional learning! Current research shows a strong positive relationship between successful professional learning communities and increased student achievement. In this practical and reader-friendly guide, education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal′s critical role in the development of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in developing a PLC that supports teachers and students. The authors cover building a vision for a PLC, implementing structures, creating policies and procedures, and developing the leadership skills required for initiating and sustaining a learning community. Each chapter includes meaningful quotes from the field, "rocks in the road" and ways to overcome them, examples from real PLCs, and learning activities to reinforce chapter content. The text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement Discover how you can grow a vital community of professionals who work together to increase their effectiveness and strengthen the relationship between professional learning and student learning.
Download or read book Change Leader written by Michael Fullan and published by John Wiley & Sons. This book was released on 2011-08-16 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: We live in a challenging, complex, inter-connected and unpredictable world beset by a range of seemingly insoluble problems. But, says Michael Fullan—an internationally acclaimed authority on organizational change—we have an increasing understanding of how to tackle complex change. This involves developing a new kind of leader: one who recognizes what is needed to bring about deep and lasting changes in living systems at all levels. These leaders need a deep understanding of what motivates us as human beings and how we tap into and influence other people's self-motivation. In his previous best-selling books The Six Secrets of Change, Leading in a Culture of Change, and Turnaround Leadership, Michael Fullan examined the concepts and processes of change. In Change Leader he turns his focus to the core practices of leadership that are so vital for leading in today's complex world. He reveals seven core practices for today's leaders, all of which appear to be deceptively simple but actually get to the essence of what differentiates a powerful leader from one who is merely competent: Practice Drives Theory Be Resolute Motivate the Masses Collaborate to Compete Learn Confidently Know Your Impact Sustain Simplexity Throughout the book Fullan argues that powerful leaders have built bedrocks of credibility, have learned how to identify the few things that matter most, and know how to leverage their skills in ways that benefit their entire organization. The author shows leaders how to avoid policies and strategies that focus on shallow and short-term goals and develop leadership skills for long-term success. With a wealth of illustrative examples from business, education, nonprofit, and government sectors Change Leader provides a much-needed leadership guide for today's turbulent climate.
Book Synopsis Professional Learning Communities and Teacher Self-Efficacy by : Jared Timothy Pierce
Download or read book Professional Learning Communities and Teacher Self-Efficacy written by Jared Timothy Pierce and published by . This book was released on 2017 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Initiated by a concern regarding teacher efficacy, professional development and collaboration, the relationship between Professional Learning Communities (PLCs) and the development of teacher self-efficacy was examined. A cohort of seven elementary school teachers participated in PLC structures and activities over a six-month period. Cohort and 17 non-cohort staff participated in a pre- and post-study whole-staff teacher efficacy survey. Cohort participants participated in an additional cohort-only pre- and post-study teacher efficacy survey. Cohort participants were interviewed post-study. Triangulation of survey data and interview data revealed that PLC activities significantly raised cohort participants' perceptions of their efficacy while non-cohort participants' perceptions of their respective efficacy decreased. Recurring themes in interview responses indicated that cohort participants valued collaboration and a deeper use of data to drive instruction. By comparison, cohort participants' efficacy surpassed their counterparts' efficacy. Overall, this study suggests that PLCs can be effective in increasing teacher self-efficacy."--Abstract, p. 1.
Book Synopsis The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy by : Coryn Elizabeth Prince
Download or read book The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy written by Coryn Elizabeth Prince and published by . This book was released on 2018 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Revisiting Professional Learning Communities at Work® by : Richard DuFour
Download or read book Revisiting Professional Learning Communities at Work® written by Richard DuFour and published by Solution Tree Press. This book was released on 2009-11-01 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 10th-anniversary sequel to the authors’ best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement merges research, practice, and passion. The most extensive, practical, and authoritative PLC resource to date, it goes further than ever before into best practices for deep implementation, explores the commitment/consensus issue, and celebrates successes of educators who are making the journey.
Book Synopsis Learning Together, Leading Together by : Shirley M. Hord
Download or read book Learning Together, Leading Together written by Shirley M. Hord and published by Teachers College Press. This book was released on 2004-01-05 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasingly the education world is recognizing that the development of learning communities is an effective means for improving schools without increasing the budget or adding new programs. This indispensible volume offers practical advice gathered from 22 schools (elementary, middle, and high schools) that have successfully modeled or are creating professional learning communities.
Book Synopsis Professional Learning by : Clare M. Reich
Download or read book Professional Learning written by Clare M. Reich and published by . This book was released on 2015 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teachers' perceptions of the characteristics and effectiveness of their professional learning experiences on their instructional practices. Data were collected from 41 elementary and secondary teachers in one south central Pennsylvania school district. The participants had experienced traditional professional development as well as been trained in the protocols and utilization of collaborative practices for professional learning communities. This qualitative research study utilized an online survey incorporating Likert-scale statements, open-ended response questions and six face-to-face interviews to ascertain: (1) the degree to which teachers perceive prior professional learning experiences as impactful on their instructional practices; (2) the characteristics of those professional learning experiences that have the most impact on teachers' instructional practices. The findings from this research study revealed that the effectiveness of professional learning experiences is as varied as the individual. Data revealed that participants were nearly equally divided on the effectiveness of professional learning experiences modifying their instructional practices. Response data supported that professional learning experiences which incorporate adult learning characteristics such as teachers' ability to choose the subject of the professional learning experience and the provision of adequate time to collaborate with colleagues were perceived to be more effective and produce the greatest impact on teachers' instructional practice.
Book Synopsis Teacher Perceptions of the Impact of Professional Learning by : Teresa Allen Bitterman
Download or read book Teacher Perceptions of the Impact of Professional Learning written by Teresa Allen Bitterman and published by . This book was released on 2010 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teacher perceptions of professional learning communities in three middle schools. This research examined the perceived impact of professional learning communities on teaching and on student learning. One question guided this research. "What are the teachers' perceptions of seventh grade learning communities' impact on teaching and on student learning in science?" This study used a multiple methods design to examine evidence about relationships among professional learning communities and teaching and student learning. A survey modified from an earlier research study was used (Bolam, McMahon, Stoll, & Thomas 2005). This survey was administered to the teachers who are part of seventh grade science learning communities from each of three participating middle schools. The results from this survey were used to describe teacher perceptions about the use of learning communities within each school. A purposeful sample of candidates was then selected for interviews. Through the use of the two data sources, surveys (see Appendix A) and interviews (see Appendix B), the researcher found four common themes that support the idea of a professional learning community and the effects teachers perceived as contributing to successful teaching and learning. The four themes that emerged included the importance of learning trends, organizational support for a learning community, enquiry orientation, and the need for provision of planning and development.
Book Synopsis Educators' Perceptions of the Impact of Professional Learning Communities on 21st Century Teaching and Learning by : Richard S. Hornberger
Download or read book Educators' Perceptions of the Impact of Professional Learning Communities on 21st Century Teaching and Learning written by Richard S. Hornberger and published by . This book was released on 2019 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research was to investigate the impact professional learning communities had on secondary teachers' use of 21st century teaching strategies in the classroom. The study identified the teaching strategies that educators felt were important for students' future success. These strategies supported by research included but were not limited to collaboration, communication, critical thinking, problem-solving, creativity, and digital literacy. Research questions investigated the 21st century teaching strategies that teachers were incorporating in their instruction as a result of participating in professional learning communities and the aspects of a professional learning community (PLC) that influenced educators' willingness to utilize 21st century strategies. The 40 participants of this study were certified teachers who were members of a PLC in a central Pennsylvania school district. Results were collected using an anonymous survey that included Likert-scale and open-ended questions. Interested teachers also participated in a face-to-face or telephone interviews. The research findings indicated that teachers were utilizing 21st century teaching strategies as a result of participating in their PLCs. Also, results illustrated that PLCs influenced educators' willingness to try new strategies when their PLCs had a strong support system, encouraged the sharing of effective strategies, and had members that highlighted evidence of success.
Book Synopsis The Five Disciplines of PLC Leaders by : Timothy D. Kanold
Download or read book The Five Disciplines of PLC Leaders written by Timothy D. Kanold and published by Solution Tree Press. This book was released on 2011-08-01 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Book Synopsis The Definitive Guide to Instructional Coaching by : Jim Knight
Download or read book The Definitive Guide to Instructional Coaching written by Jim Knight and published by ASCD. This book was released on 2021-11-05 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even under ideal conditions, teaching is tough work. Facing unrelenting pressure from administrators and parents and caught in a race against time to improve student outcomes, educators can easily become discouraged (or worse, burn out completely) without a robust coaching system in place to support them. For more than 20 years, perfecting such a system has been the paramount objective of best-selling author and coaching guru Jim Knight and his team of researchers at the Instructional Coaching Group (ICG). In The Definitive Guide to Instructional Coaching, Knight offers a blueprint for establishing, administering, and assessing an instructional coaching program laser-focused on every educator's ultimate goal: the academic success of students. Organized around ICG's seven "Success Factors" for great instructional coaching, this book offers * An in-depth guide to the Impact Cycle, ICG's research-based and field-tested model for coaching teachers through issues that matter most to them; * Detailed guidance on how to create a "playbook" of instructional strategies to share with collaborating teachers—and how to model those strategies under different conditions; * Practical advice on preparing for and engaging in substantive, reflective, and teacher-centered coaching conversations; * Best practices for gathering, analyzing, and responding to data for improved teaching and learning; and * Real-life anecdotes and testimonies from educators and coaches who have reaped the benefits of the Impact Cycle in a diverse array of schools. In addition, each chapter of the book contains a learning map to help orient you and a list of valuable additional resources to complement the text. Whether you're new to coaching or well versed in the practice, The Definitive Guide to Instructional Coaching will no doubt prove a cornerstone of your coaching library for years to come.
Book Synopsis Collabration in Professional Learning Communities and Development of Teacher Efficacy and Trust in Alabama Schools by : Datie Priest
Download or read book Collabration in Professional Learning Communities and Development of Teacher Efficacy and Trust in Alabama Schools written by Datie Priest and published by . This book was released on 2015 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaboration in Professional Learning Communities and development of teacher efficacy and trust in Alabama schools was studied. The purpose of the study was to examine how Professional Learning Communities are used in North Alabama schools to foster collaboration and to develop teacher efficacy and trust within school settings. The participants in the study were kindergarten through fifth grade educators employed in North Central Alabama schools. The methodology consisted of the Teachers' Sense of Efficacy Scale (TSES), a survey by Tschannen-Moran and Woolfolk Hoy (2001) and researcher-developed interviews. The surveys were used to identify patterns and themes about teachers' beliefs. Purposeful interviews were conducted to assess the perceived levels of trust and effectiveness gained as a result of participating in collaborative activities. Data from the Teachers Sense of Efficacy Scale, a survey used to assess teacher efficacy in student engagement, teacher efficacy in instructional strategies, and teacher efficacy in classroom management, were analyzed and paired with themes that emerged from interviews surrounding the establishment of trust. Interviewees viewed these emerging themes as being a result of their participation in collaborative activities in professional development settings. Results indicated that teachers who were involved in ongoing, job-embedded professional development centered on dialogue and collaboration reported a higher sense of efficacy and were more willing participants in dialogue on teaching and learning in perceived risky environments.
