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The Relationship Of Teacher Participation In Professional Learning Communities To The Perceptions Of Reflective Practices Of Elementary School Teachers
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Book Synopsis The Relationship of Teacher Participation in Professional Learning Communities to the Perceptions of Reflective Practices of Elementary School Teachers by : Rachel Real Poovey
Download or read book The Relationship of Teacher Participation in Professional Learning Communities to the Perceptions of Reflective Practices of Elementary School Teachers written by Rachel Real Poovey and published by . This book was released on 2012 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine relationships between teacher involvement in professional learning communities (PLC) and their levels of reflections about their professional practices. Teacher reflection levels were studied in two matched groups: one group participated in PLCs between the period of August 2009 and August 2011 and the other group was comprised of teachers not participating in PLCs. The study sought to answer the following research questions: (1) What is the make-up of professional learning communities in public elementary schools within the North Alabama area? (2) Are there differences between the reflective practices of teachers participating in professional learning communities and those not participating in professional learning communities? (3) Are there differences in reflective practices of teachers in a land-based professional learning community as compared to reflection of teachers in a technology-based professional learning community, and of those in a combined professional learning community? The Reflective, Ethical, Moral Assessment Survey (REMAS, Arredondo Rucinski & Bauch, 2006) was used to assess teacher perceptions of their reflective practices in their work environment. Five hundred twelve teachers from north Alabama schools were surveyed; 293 teachers having participated in a professional learning community within the two years of 2009 through 2011; and 219 not having participated in a professional learning community. The data were then compared using analysis of variance. The results revealed more in-depth reflection of teachers participating in specific types of PLC than those with no PLC participation. Teachers having participated in professional learning communities consisting of either face-to-face communication or combined face-to-face and technology-based communications had statistically higher levels of reflection in the Reflective and Ethical Priority domains (p
Book Synopsis Real World Professional Learning Communities by : Daisy Arredondo Rucinski
Download or read book Real World Professional Learning Communities written by Daisy Arredondo Rucinski and published by Rowman & Littlefield. This book was released on 2016-12-08 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a professional learning community (PLC), 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. The teacher teams can be of varied form and composition. Whatever the organizational structure, the teams have one goal – that is to improve teaching so that student learning is improved. Policy developers, legislators, and educational leaders have encouraged the adoption of collaborative professional learning teams as a school reform model for improving schools. In this book we describe the results of studies of professional learning communities in real schools and the effects of the teams on student learning. Much of the time school innovations are not examined in depth. Instead authors and developers simply advocate that they be used. In this book, school principals and administrators describe how their teachers used the PLC teams to improve student learning in their schools. In other words, this book presents actual research on the effects of the use of PLCs rather than testimonials.
Book Synopsis The Influence of Teacher Participation in Professional Learning Communities by : Dannette Faye Bryson
Download or read book The Influence of Teacher Participation in Professional Learning Communities written by Dannette Faye Bryson and published by . This book was released on 2015 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to explore how teachers perceived teacher participation in a professional learning community (PLC) influenced their collaboration, instructional practices, student learning, and student performance on state assessments in an elementary school in California. The overarching research question and secondary research questions directly reflected this purpose. The population was a purposive sample of 10 teachers. The theoretical foundations included teacher collaboration, learning organizations, PLCs, social constructivist learning, and adult learning theory. Open-ended, one-on-one interviews, direct observations, artifacts, and archival records of state assessment data comprised the data collection. Thematic and content analysis with descriptive statistics were used. Results from this study identified themes on how teachers enabled the establishment of a PLC that led to effective teacher collaboration and instructional practices that increased student learning and appear to have positively influenced student performance on state assessments. The implications for this study was the insight for educators on the influence of effective collaborative practices derived from teacher participation in PLCs in terms of influencing teachers' instructional practices, student learning, and student performance on state assessments.
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 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 Supporting Teachers by : Jennifer L. Amos
Download or read book Supporting Teachers written by Jennifer L. Amos and published by . This book was released on 2013 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The introspective, cognitive act of reflection is linked with professional growth for teachers (National Board for Professional Teaching Standards, 2010; National Council on Teaching America's Future, 2009; Learning Forward, 2009). However, current federal, state, and local mandates, policies, structures, and procedures in schools do not always mirror this knowledge or emphasize the need for teachers to be reflective. When teachers reflect on their classroom practices and student learning, they are better prepared to make adjustments and changes to meet their students' needs. Individual and collective reflection can yield greater results when structures within the school day support reflective practice. This study investigates teachers' perceptions regarding reflective practice and how principals can support this work. The research questions framing this work are:1. How do teachers describe the role of reflection in their own professional learning and practice 2. How do teachers describe their principal's role in supporting reflective practice? This qualitative study included 12 teacher participants from 3 demographically different high schools in one region of New York State. Findings included implications for principals regarding school-day structure, overt emphasis on reflective thinking, professional development, and professional learning communities. Findings also included recommendations for educational policy to restructure supports to assist schools in meeting state and federal mandates.
Book Synopsis Perceptions of Elementary School Teacher Participation in Peer Coaching, Reflective Practices, and Effects on Student Learning by : Bradley Alton Scott
Download or read book Perceptions of Elementary School Teacher Participation in Peer Coaching, Reflective Practices, and Effects on Student Learning written by Bradley Alton Scott and published by . This book was released on 2015 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the expectations for student achievement continues to increase at the national, state, and local levels, the pressure specifically increases for classroom teachers to reflect and improve their instructional practices. The purpose of this study was to examine how peer coaching may promote and encourage metacognition and reflective practice, as a way to improve classroom instruction, and perhaps have a positive influence on student achievement (Bandura, 1994). The study identified elementary school teachers in Grades Pre-Kindergarten through Grade Six in public elementary schools in north Alabama that were participating in a peer coaching model called the Instructional Partnership Pilot (IPP) and assessed their levels of reflection (Gassenheimer, 2012, 2013). The teacher reflection levels were studied in two matched groups: one group of six elementary schools that had participated in a peer coaching model for either one, two, or three years and the other group was comprised of six elementary schools that had not participated in a formal peer coaching model. The study attempted to answer the following research questions: (1) Are there differences in the professional reflections of teachers involved in a peer coaching model as compared to the reflections of those teachers not involved in a peer coaching model? (2) Are there differences in the professional reflections of teachers involved in a peer coaching model such as the Instructional Partnership Pilot for one, two, or three years? The Reflective, Ethical, Moral Assessment Survey (REMAS, Arredondo Rucinski & Baugh, 2006) was used to assess the teacher perceptions. The data were then compared using a t-test and a multivariate analysis of variance (MANOVA). The results did not reveal a significant difference between the reflective perceptions of those that had and those that had not participated in peer coaching. However, it was determined that the teacher perceptions were statistically significantly different when comparing the number of years in the peer coaching model, more specifically with an implementation dip in year two and highest scores in year three.
Book Synopsis Professional Learning Communities by : Lorraine S. Patusky
Download or read book Professional Learning Communities written by Lorraine S. Patusky and published by . This book was released on 2013 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: "American schools are held accountable for student achievement under the No Child Left Behind Act. Schools that do not meet state accountability standards are designated schools-in-need-of-improvement. School leaders often implement professional learning communities (PLC) as an aspect of school reform (DuFour, 2008: Hord & Southwest Educational Development Lab, 1977). This study asked the quiestion: What is the underlying essence of PLC conversations and collaboration among teachers in schools executing accountability-driven improvement? A phenomenological research approach was used to investigate PLC activities from teachers' perspective. Eleven teachers were interviewed; analysis of their transcripts identified significant statements relevant to their PLC participation. The experiences of these teachers were reduced to 24 meaning clusters, and then grouped into six themes... Recommendations for policy makers and PLC members based on the data include: recognize the personality types within the community, be prepared for the "long haul," set clear expectations and realistic timelines, and foster inquiry-based processes which allow members to build to a shared vision. Most important is that sufficient time is required for participants to build relationships and cultivate patterns of discourse that develop high-level skills of reflective practice and collaboration." --Abstract
Book Synopsis Teacher Perspectives of the Implementation and Effectiveness of Professional Learning Communities as Perceived by Classroom Teachers in a Middle School in a Rural School District in Eastern North Carolina by : Cynthia Wortham
Download or read book Teacher Perspectives of the Implementation and Effectiveness of Professional Learning Communities as Perceived by Classroom Teachers in a Middle School in a Rural School District in Eastern North Carolina written by Cynthia Wortham and published by . This book was released on 2018 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Teacher Perceptions of a Professional Learning Community by : Bo Hannaford
Download or read book Teacher Perceptions of a Professional Learning Community written by Bo Hannaford and published by LAP Lambert Academic Publishing. This book was released on 2011-09 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Download or read book A Case Study written by Melina L. Quon and published by . This book was released on 2010 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study was to document teacher perceptions of how components of professional learning communities create a collaborative environment for teacher lesson sharing and improve lesson preparation to increase student achievement. Components of professional learning communities includes collaboration time with colleagues to (a) analyze student achievement data, (b) create data-driven lesson plans, (c) create SMART goals to monitor student achievement, and (d) provide time for reflection of practice. The case study utilized qualitative methodology by using a teacher survey instrument adapted from the professional learning community work of DuFour and Eaker (1998), and integrated the survey results with school site achievement data. The study found that student achievement increased 20 points in adequate yearly progress (A YP) in a school considered a low performing site. Cause-and-effect relationship was not the purpose of this study and the researcher realizes the many factors that impact and influence student achievement. However, when teachers believe that weekly time set aside for collaboration within their professional learning community provides time for lesson planning and leads to improved student achievement scores, then perhaps we have discovered something of value for this one particular school. The implications of this case study are unique to the school site and may expand professional learning communities district- Professional Learning Communities ii wide to support teacher collaboration and lesson plans sharing to close the achievement gap. KEYWORDS: collaboration, leadership, professional learning communities (PLCs),
Book Synopsis Professional Communities and the Work of High School Teaching by : Milbrey W. McLaughlin
Download or read book Professional Communities and the Work of High School Teaching written by Milbrey W. McLaughlin and published by University of Chicago Press. This book was released on 2001-10-20 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts—schools, departments, and communities—matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings—based on one of the most extensive research projects ever done on secondary teaching—show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as "apathetic and unwilling to work," while English teachers described the same students as "bright, interesting, and energetic." With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. High Schools.
Download or read book Transforming School Culture written by and published by . This book was released on 2010 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess the level of development of the five professional learning community (PLC) dimensions of Shared and Supportive Leadership, Shared Values and Vision, Collective Learning and Application, Shared Teaching Practices, and Supportive Conditions (Hord, 1996) as perceived by English and mathematics teachers and its relationship to subgroup student academic achievement in English language arts and mathematics. The Equitable Teaching Practice Survey (ETPS) was developed by the researcher to measure the equitable teaching practices employed as a result of teacher participation in the PLC and compared to Dimension 2, Shared Values and Vision and Dimension 3, Collective Learning and Application. Descriptive correlation research was conducted. A 17 item survey, School Professional Staff as Learning Community (Hord, 1996) and a 21item survey ETPS was used to collect the data regarding the five dimensions of a PLC and teaching practices associated with educational equity. It was administered to English and mathematics teachers in six urban high schools in one large school district. Student data were collected from the results of the 2006-2009 English language arts and mathematics assessments designed by the State of California Department of Education to meet the No Child Left Behind Act (2002) requirements for testing grades nine through twelve. The study found that Dimension 2, Shared Values and Vision and Dimension 3, Collective Learning and Application had a positive correlation with teaching practices associated with educational equity. The study also found no statistically significant correlations between subgroup academic achievement in English Language Arts and Mathematics, and teachers' perception of the level of development in the five dimensions of a PLC.
Book Synopsis The Purposes, Practices, and Professionalism of Teacher Reflectivity by : Edward G. Pultorak
Download or read book The Purposes, Practices, and Professionalism of Teacher Reflectivity written by Edward G. Pultorak and published by R&L Education. This book was released on 2010 with total page 457 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.
Book Synopsis Professional Community and Professional Development in the Learning-centered School by : Judith Warren Little
Download or read book Professional Community and Professional Development in the Learning-centered School written by Judith Warren Little and published by . This book was released on 2006 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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.
