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The Perceived Benefits Of The Professional Learning Community Model In The Elementary Setting
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Book Synopsis The Perceived Benefits of the Professional Learning Community Model in the Elementary Setting by : Brandis M. Genenbacher
Download or read book The Perceived Benefits of the Professional Learning Community Model in the Elementary Setting written by Brandis M. Genenbacher and published by . This book was released on 2020 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mixed-methods convergent design case study examined the impact the Professional Learning Community (PLC) model had on student achievement as well as Collective Teacher Efficacy (CTE). The problem this study addressed is students in the United States of America are underachieving in academics compared to other first-world countries (Desilver, 2017). Collective Teacher Efficacy has the highest impact on student achievement (Visible Learning Plus, 2019), leaving educators to find ways to create CTE in schools. The purpose of this mixed-methods study was to determine if the implementation of the PLC model increased student achievement in the area of mathematics, as well as impacted CTE in one elementary school setting. The review of literature includes a brief overview of the student achievement epidemic facing the United States of America, the foundation of the Professional Learning Community model and its impact on student achievement, and how the PLC model is related to characteristics of creating CTE. In this study, one cohort group of staff and students were examined over the course of three years. The researcher used quantitative data collected from student state achievement scores to conduct a paired-sample t-test to determine if there was a statistically significant difference in student achievement scores post implementation of the PLC model. In addition, the researcher used quantitative data collected from staff survey data to conduct a two proportion Z test to determine if there was a statistically significant difference in teacher self-rated Likert scale surveys focused on teacher efficacy, staff satisfaction, and supportive environment, post implementation of the PLC model. The qualitative study examined teacher perceptions of CTE collected through individual interview data and analysis. The researcher of the study determined the implementation of the PLC model had a positive impact on student achievement and increased the teacher perception of collective efficacy.
Book Synopsis Teachers Perceptions Of The Professional Learning Community As A Model Of Professional Development by : Chanie A. Peterson
Download or read book Teachers Perceptions Of The Professional Learning Community As A Model Of Professional Development written by Chanie A. Peterson and published by . This book was released on 2014 with total page 185 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 Educators as Learners by : Penelope J. Wald
Download or read book Educators as Learners written by Penelope J. Wald and published by ASCD. This book was released on 2000-02-15 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can schools develop a shared vision that embraces the aspiration of all members of the school community? How can members of a learning community work together to build the knowledge and processes needed for student success? This book describes a professional development model that supports educators and families in learning and growing together. It offers a theoretical framework and practical guidance for renewing the capacity of schools to produce positive results for all children. * Part I: Cornerstones discusses concepts, assumptions, and leadership qualities of an effective school-based staff development model. * Part II: Process presents lively case studies and activities that show how to build professional learning communities. It describes strategies to help teams engage in meaningful dialogue and discovery. * Part III: Tools for Learning is filled with practical, field-tested staff development tools that complement the process of building school-based professional learning communities. This book embraces principles of collegiality, inquiry, learning, and community. It is written by practitioners for practitioners in the hope that collegial learning will be a renewing force in schools during these times of change. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Book Synopsis Professional Learning Communities at Work by : Richard DuFour
Download or read book Professional Learning Communities at Work written by Richard DuFour and published by Solution Tree. This book was released on 1998 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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 Common Formative Assessment by : Kim Bailey
Download or read book Common Formative Assessment written by Kim Bailey and published by Solution Tree Press. This book was released on 2011-10-11 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teams that engage in designing, using, and responding to common formative assessments are more knowledgeable about their own standards, more assessment literate, and able to develop more strategies for helping all students learn. In this conversational guide, the authors offer tools, templates, and protocols to incorporate common formative assessments into the practices of a PLC to monitor and enhance student learning
Book Synopsis The Principal's Role in Developing and Sustaining Professional Learning Communities by : Ginger Mink Teague
Download or read book The Principal's Role in Developing and Sustaining Professional Learning Communities written by Ginger Mink Teague and published by . This book was released on 2012 with total page 443 pages. Available in PDF, EPUB and Kindle. Book excerpt: With research supporting the benefits of professional learning communities in transforming schools, school leaders need insight and understanding into how to lead the organization toward successful implementation. The purpose of this study was to examine the role of the principal in developing and sustaining professional learning communities in elementary school settings. The exploratory, sequential, mixed method case study was conducted using Hord's (1997, 1998, 2008) Five Dimensions of a Professional Learning Community as the theoretical framework. The research design was a quan→QUAL sequential approach, with priority or dominance given to the qualitative phase (Greene, 2008; Johnson & Onwuegbuzie, 2004). Triangulation of data sources and methods added strength to the findings. In the initial phase, 107 teachers from eight elementary schools from one school district in a southeastern state responded to the PLCA--R instrument (Olivier & Hipp, 2010a). The PLCA--R data provided insight into teachers' perceptions of the extent to which PLC practices are found in elementary schools. The quantitative data analysis led to the selection of two elementary schools with strong evidence of PLC practices to serve as cases for the qualitative phase. In the qualitative phase data collection at the elementary schools included interviews with principals and teachers, observations of PLCs, and artifacts. Both within case and cross-case analyses were conducted to determine the extent of PLC practices and findings related to the role of the principal. With strong evidence of PLC practices, three themes were developed concerning the principal's role in developing and sustaining PLCs: relationships matter; principal support is critical; and structure is important. The themes fall within the supportive conditions dimension of PLCs (Hord, 1997, 1998, 2008). As elementary principals lead their schools in developing PLC practices, they can benefit by recognizing the impact of principal support on the process. Principals can also foster PLCs by building trusting and caring relationships and by developing structures that support the collaborative work found in PLCs.
Book Synopsis Demystifying Professional Learning Communities by : Kristine Kiefer Hipp
Download or read book Demystifying Professional Learning Communities written by Kristine Kiefer Hipp and published by R&L Education. This book was released on 2010-02-16 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Seven Strategies of Assessment for Learning by : Jan Chappuis
Download or read book Seven Strategies of Assessment for Learning written by Jan Chappuis and published by Assessment Training Institute. This book was released on 2014-07 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gives K to 12 classroom teachers incisive look at seven practical strategies structured around three essential questions; Where am I going? Where am I now? and How can I close the gap?
Book Synopsis Schools as Professional Learning Communities by : Sylvia M. Roberts
Download or read book Schools as Professional Learning Communities written by Sylvia M. Roberts and published by Corwin Press. This book was released on 2009 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Build a community in your school and improve learning outcomes with this one-stop sourcebook that features the latest educational issues, new research-based strategies and activities, and more!
Book Synopsis PROFESSIONAL LEARNING COMMUNITIES: A MULTIPLE-CASE STUDY OF FOUR ELEMENTARY SCHOOLS ./ by Debra J. Martin by : Debra J. Martin
Download or read book PROFESSIONAL LEARNING COMMUNITIES: A MULTIPLE-CASE STUDY OF FOUR ELEMENTARY SCHOOLS ./ by Debra J. Martin written by Debra J. Martin and published by . This book was released on 2011 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Professional learning communities (PLCs) are a proven construct that enhances learning for both teachers and their students. This mixed-methods multiple-case study explored the relationship between teachers' and administrators' perceptions about professional learning communities and their attributes in four elementary schools in a suburban school district in New Jersey. Multiple data sources included the Professional Learning Community Assessment, principal interviews, teacher focus groups and archival documentation to address the following research questions: (1) What supportive conditions are necessary for professional learning communities to effectively support student and adult learning? (2) How does participation in professional learning communities influence collective learning and application? and (3) How has the leadership role of the principal changed with the implementation of professional learning communities? The findings from both the quantitative and qualitative data presented a comprehensive picture of educators' perceptions about the first year's implementation of professional learning communities in the areas of supportive and shared leadership, collective learning and application, and supportive relational and structural conditions. After analyzing the data of this action research, common themes emerged: focus on student learning, teacher job-embedded learning, collaboration, supportive conditions, collective capacity, results-oriented assessments for learning, and a systematic monitoring and response to each student's proficiency. Other significant conclusions for professional learning community implementation included: (1) collaborative cultures, based on trust and respect, develop over time and allow for risk taking in the learning process; (2) norm building is necessary for effective collaboration; (3) PLC time must be regularly embedded into the teachers' schedule to ensure collective inquiry and dialogue; (4) the principal provides instructional materials and resource staff to support shared practice and continuous learning; and (5) the principal shares information and collaborates on decision-making issues connected to student learning. This study demonstrated that the development of effective, sustainable professional learning communities is a process that develops over time with a principal providing the necessary supportive conditions to enhance levels of trust among all staff so they can work collectively to ensure both student and adult learning.
Book Synopsis The Art and Science of Teaching by : Robert J. Marzano
Download or read book The Art and Science of Teaching written by Robert J. Marzano and published by ASCD. This book was released on 2007 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students.
Book Synopsis Cultures Built to Last by : Richard DuFour
Download or read book Cultures Built to Last written by Richard DuFour and published by Solution Tree Press. This book was released on 2013-05-20 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: Take your professional learning community to the next level! Discover a systemwide approach for re-envisioning your PLC while sustaining growth and continuing momentum on your journey. You’ll move beyond isolated pockets of excellence while allowing every person in your school system—from teachers and administrators to students—the opportunity to be an instrument of lasting cultural change.
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 An Exploratory Case Study of how a Professional Learning Community is Being Implemented in an Elementary School from the Perspective of the Teachers by : Wendy L. Stanley
Download or read book An Exploratory Case Study of how a Professional Learning Community is Being Implemented in an Elementary School from the Perspective of the Teachers written by Wendy L. Stanley and published by . This book was released on 2017 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research was to use a case study methodology to explore and describe in detail the process the teachers and support staff followed to implement a professional learning community in their elementary school. There has been little research on the how professional learning communities emerge and are implemented initially from an educators perspective. The three research questions that were addressed in this study were: (1) How do teachers describe their experiences as they transition from traditional professional development to a professional learning community, (2) What is the process the teachers and staff followed to implement the professional learning community model at Indian Trail Elementary School (ITES), (3) Does this process represent the conceptual framework for professional learning communities? The analysis of the teachers and support staffs' experiences provides a deep and rich description of the journey the teachers and staff undertook during the transformation of the professional learning community in their school. It provides information on how the teachers and support staff embraced the concepts and practices, and launched a new professional learning community in their school with the entire staff. The main contribution of this study is the finding that the teachers and support staff were able to develop, implement, and transform their elementary school into a professional learning community through the use of three different resources: (1) the DuFour et al., professional learning community model, (2) the Solution Tree Conference, and (3) the summer course with a knowledgeable instructor.
Book Synopsis The Influence of School Level on Perceptions of Components of Professional Learning Communities in Traditional Public Schools by : Jennifer Metz Hollingsworth
Download or read book The Influence of School Level on Perceptions of Components of Professional Learning Communities in Traditional Public Schools written by Jennifer Metz Hollingsworth and published by . This book was released on 2020 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the influence of school level to schools' perceptions of school leadership, instructional practice and support, and professional development, components of professional learning communities. Participants included traditional public schools serving students in kindergarten through twelfth grade in North Carolina. Instrumentation for the study included select questions from the North Carolina Teacher Working Conditions survey and the Active LEA (School District) School Report from the North Carolina Department of Public Instruction. Designed as an ex-post facto causal comparative study, a two-sample t-test between percents was used to analyze the data. No significant differences in teacher perceptions in any of the studied components of professional learning communities when comparing elementary school to middle school, elementary school to high school, or middle school to high school. The researcher failed to reject all nine hypotheses for the study indicating that while the methods teachers use to meet the needs of the learners and the learners vary, the practices involving professional learning communities are perceived to be the same among North Carolina public school teachers. This study aims to add quantitative support to the existing literature for implementation of improving upon professional learning communities in schools. Recommendations for further study include widening study participants to include private schools, charter schools, and those that do not serve traditional students, examining locality as a factor, including results from prior survey administrations and survey administrations since 2016 to look for trend data, and using teacher demographics as a variable to examine teacher perceptions.
Book Synopsis Differentiated Professional Development in a Professional Learning Community by : Linda Bowgen
Download or read book Differentiated Professional Development in a Professional Learning Community written by Linda Bowgen and published by Solution Tree Press. This book was released on 2009-10-21 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: If differentiated instruction works for diverse student learning needs, why not apply it to teacher learning? The authors draw from real experience and PLC concepts to support the value of differentiated professional development. A practical guide for designing school or district professional development plans, this book explains a three-step model that is core to the differentiation process.
