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This study addressed rural school administrators' and teachers' perceptions about the implementation and participation in professional learning communities (PLC) to impact teacher growth, increase student achievement, and improve instructional practices. The purpose of this study was to evaluate the perceptions of rural administrators and teachers about PLCs within a rural West Texas school district. Research protocols were polished through a pilot study group that provided input to refine the survey and interview questions. The researcher administered a survey for all participants, conducted a one-on-one interview with administrators, and interviewed teachers in focus groups. Findings indicated that collaboration, implementation factors, and positive outcomes were vital to the successful implementation and participation in PLCs. Additional findings indicated that norms and culture impacted how effective PLC implementation and participation was for each campus. Administrators reported that the use of classroom walkthroughs and teacher observations helped them design PLC agendas and work. The researcher concluded that leadership factors for teachers impacted PLC implementation and participation. Both administrators and teachers expressed that PLC participation was vital for teacher and student success.
This descriptive case study closely examined a professional learning community in an Arkansas middle school. The site was selected because the school was removed from the state's school improvement list after implementing professional learning communities. The purpose of the study was to determine how the design of a professional learning community impacts teacher instruction in a middle school setting. The literature reviewed included historical perspective, definitions and characteristics of professional learning communities, teacher professional development, and teacher effect on student achievement. Eight teachers, one principal, and one instructional facilitator were interviewed about the professional learning communities in their school. The interviews focused on the characteristics of professional learning communities and the perceived impact of professional learning communities on instructional practices. Observations of professional learning community meetings were conducted, and related documents were also reviewed. The data revealed that a culture of collaboration, data-driven decisions, and supportive leadership impact instruction. Combined, these three factors created the conditions for teachers to build their capacity and provide better instruction to students. The data also revealed that the annual school-wide book studies were an important aspect of professional development for the teachers at this school; many described it as the most beneficial professional learning community strategy utilized by the school.
This study examined how the implementation of a professional learning community (PL community) model affected teacher behaviors in two elementary schools in central North Carolina (p. 34). The research questions underlying the study were: (1) How does establishing a PL community change teacher instructional behavior? (2) How does the implementation of a PL community encourage teacher professional growth? and (3) How do grade level meetings affect the instructional behavior of classroom teachers? -- Written documentation and perceptions of principals and teachers, solicited through interviews and focus groups, provided data for the study, along with survey data and grade level meeting documentation. Renata Tesch's interpretational analysis was used for coding the qualitative data from the interviews and the grade-level meeting minutes. This analysis is defined as the process of examining the data collected closely to find themes and patterns that can be used to describe the phenomena (in this case, the effects of implementing the PL community) being studied (Gall, Gall, & Borg, 2003). -- The data collected demonstrated that School A did not experience a change in teacher behaviors as a result of the implementation of the PL community model. A lack of a clear vision and a culture of trust along with a weak understanding of what a PL community is was evident in School A. School B did not show a change in teacher behaviors as a result of the PL community model either, but the school clearly demonstrated a shared vision and growth in the collective understanding of what a PL community is. Recommendations for future study include revisiting these schools after another year of implementation.
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Author's abstract: As public demands for school accountability continue to increase due to federal legislation such as the No Child Left Behind Act of 2001, educators struggle to meet rising minimum standards. In an effort to address these pressures and search for ways to improve, educators consider implementing a professional learning community model which focuses on the improvement of teaching and learning. While attributes and characteristics of professional learning communities are documented in the literature, little is known about how the model is established or sustained. The purpose of this case study was to understand how one middle school implemented a professional learning community model and planned for sustainability of the model. More specifically, the researcher determined the schools level of immersion in the basic dimensions of a professional learning community, identified compelling and constraining forces affecting implementation, and assessed beliefs of certified personnel about the sustainability of the model. As a quantitative method, a survey instrument to assess perceptions of the faculty on instructional practices was administered to certified personnel. Descriptive statistics reported were mean, median, mode, and standard deviation. Qualitative methods used in this case study included an interview with the principal, a focus group discussion with 5 certified personnel selected by the principal as 2 being knowledgeable about reform efforts in the school, a focus group discussion with 5 certified personnel randomly selected by the researcher, observations of professional learning community meetings, and a review of artifacts. Findings indicated the school was deeply immersed in the basic dimensions of professional learning communities. In addition, compelling forces impacting implementation were categorized as: (a) leadership, (b) time, (c) small changes, (d) staff attitude, (e) on-site expertise, (f) risk-free environment, and (g) system level support. Constraining forces were categorized as: (a) time and logistical issues, (b) staff attitude, (c) stressors and demands, (d) professional development, (e) teacher turnover, (f) student population, and (g) external forces. Factors leading to sustainability of the model were categorized as: (a) leadership, (b) staff recruitment, (c) system level support, and (d) planning for leadership succession.
The present study attempted to identify teacher perceptions of the characteristics and conditions that lead to successful PLC implementation, identify teacher perceptions of the barriers to successful PLC implementation, and to determine how teachers perceive their PLC participation in comparison to traditional professional development endeavors in regards to application of new learning. The study was conducted in a suburban middle school in south central Pennsylvania where teachers had received professional development in the PLC process and had been implementing PLCs for two years. Twenty full time teachers completed a Likert-scale and open-response survey to collect baseline data, and five teachers participated in individual interviews to glean information to answer the research questions. The data collected was carefully analyzed and categorized into emergent themes. Access to resources, leadership support, and positive collegial relationships emerged from the data collected as common themes that related to successful PLC implementation. Conversely, the following themes emerged in relation to barriers that prevent successful PLC implementation: (a) A lack of Leadership Guidance and Focus, (b) a lack of Time, (c) A lack of Trust and Respect, and (d) A lack of Professional Commitment. Finally, the study revealed teachers have a preference for participation in PLC activities as a means of gaining new professional learning, in comparison to traditional professional development activities, when the characteristics and conditions identified as being successful to PLC implementation exist.