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This mix methods study focused on the development and potential long-term sustainability of collective efficacy and the role leadership played in a collaborative professional learning community (PLC) environment. In schools across the United States, program improvement initiatives have been implemented to help close the achievement gap to meet the proficiency requirements of the No Child Left Behind Act (NCLB) of 2001. Research suggests that teachers are more likely to meet the achievement gap demands if they : (a) work in collaboration with other teachers, (b) are supported and encouraged to look at student work and other achievement data together, (c) design and co-teach lessons and review their effects, and, (d) plan appropriate interventions collectively. One reform method that supports collaborative teacher work and has empirically shown potential in a number of studies in improving student achievement is professional learning communities (PLCs). This study investigated the role of leadership in developing and sustaining collective efficacy in a specific PLC reform model designed by DuFour and Eaker (1998). The study's quantitative data were analyzed using descriptive statistics, multiple regression analysis, bivariate correlation tests, ANOVA tests, and structural equation modeling (SEM) testing. Qualitative data were analyzed to support and triangulate the quantitative findings. The results indicated that there were no statistical differences between groups when analyzing study participant demographic data. The variables of PLCs, collective efficacy, and transformational leadership were positively correlated using bivariate correlations testing. It was also determined that the PLC sub-construct of "collective goals" had a stronger predictive influence on the collective efficacy and transformational leadership constructs compared to the PLC sub-constructs of "collective actions" and "focus on results." In the SEM model, "collective goals" again presented as the strongest predictive influence on the collective efficacy sub-constructs of "task analysis" and "group competence." Structural equation modeling also determined that the transformational leadership sub-construct of "transforming the organization" had the strongest predictive influence on total PLC and total collective efficacy.
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.
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.
This book demonstrates how a professional learning community can increase teacher growth and student achievement. The authors provide detailed examples along with innovation maps to help school leaders implement the eight key elements of an effective PLC.
Not just another book on leadership teams For school teams to succeed, they need leadership, independence, meaningful collaboration, and a shared conviction that they have real power to enact actual change. Educators know this, but they often lack an inquiry process that creates a community of learning leaders that is capable of deep collective impact on student learning and wellbeing. In this research-based, hands-on guidebook, school leadership coach Peter DeWitt introduces eight key drivers to integrating teacher and leader efficacy (mindset, well-being, context beliefs, working conditions, professional learning, organizational commitment, skills, and confidence) and harnesses it with a process to help you focus on the nuances of instruction and teaming to develop powerful collective leader efficacy. Readers will find: Activities and strategies designed to build collective efficacy in instructional teams and foster leadership and interdependence among teachers Theories of action to focus team efforts and how to create your own Tools, reflection prompts, and guiding questions to help you define your desired outcomes and the steps necessary to get there With this book and the research within it, your instructional leadership team will develop a learner’s mindset, a collective commitment to improvement, and a shared process for inquiry and continual growth so you can nurture greater impact together.
The No Child Left Behind (NCLB) Act (2001) has created a high stakes accountability climate by setting federal mandates for increasing levels of student achievement in the Kindergarten through twelfth grade public education arena. Consequently, schools and districts who fail to meet Adequate Yearly Progress guidelines are subject to progressive degrees of corrective action. As a result, the role of educators takes on an even greater importance as educational researchers and policymakers seek reforms to meet the new demands placed on teachers. One model showing great promise is the professional learning community (PLC) model. Researchers continue to examine whether or not PLCs may be the impetus for increased student achievement and a possible support structure leading to the closing of the achievement gap. While these studies have been crucial in identifying effective, research-based PLC practices, they have largely ignored the fact that many schools continue to struggle in implementing and sustaining PLCs. This seems to suggest that PLC success may be determined by other factors. Using surveys, one-on-one interviews, and documentation to triangulate the data, this mixed-methods study examined the relationship between PLCs, collective efficacy, and transformational leadership. This study utilized the conceptual frameworks of DuFour and Eaker's (1998) PLC model, Goddard's (2002) collective efficacy construct, and Leithwood's (1994) transformational leadership model. This case study examined one district in Central California that successfully implemented the PLC model for the past five years. The quantitative phase resulted in 297 usable surveys containing items exploring PLC and collective efficacy characteristics. Findings suggest that there is a positive relationship between PLCs and collective efficacy as reported by descriptive, correlation, multiple regression, and structural equation modeling tests. A qualitative phase was also conducted through one-on-one interviews with teachers and principals at two K-5 and two K-8 schools demonstrating higher and lower levels of collective efficacy and more and less effective PLC teams adding depth to survey results. The data indicated that transformational leadership is essential in building and sustaining the PLC process. Findings also provided evidence that the more effective PLC teams had higher levels of perceived collective efficacy.
Discover the game changer in school culture: shared leadership We all know the potential value of professional learning communities (PLCs), but why do so many fail to deliver what they set out to do? Terry Wilhelm answers this question—and more—by challenging teachers and administrators to work together once and for all to cultivate shared leadership. Brought to life on the page through simple practices and processes, Shared Leadership: The Essential Ingredient for Effective PLCs gives administrators the approach they need to ignite and sustain a successful PLC. The best part? The handbook explores shared leadership in curriculum, instruction, and assessment—making it easy for a team model to translate across all goals. How-to steps spur real change with topics such as: Developing teacher leadership and enhancing collaboration Discussion protocols to fire up team meetings Tools like meeting notes and troubleshooting tips Common dilemmas principals encounter and what to do when faced with one Pointers on maintaining a healthy culture of shared leadership Providing everything you need to develop and maintain a meaningful PLC, this handbook is the ultimate flexible sequence plan. Get ready to recreate your school culture built on the tenets of effective PLCs with this book as your guide. "This is the most comprehensive collection of current research and effective practices for successful, sustainable, school change available. It includes solid, practical guidance on the essential tools and processes needed to take our team’s efforts to the next level, and will undoubtedly become our manual for continuous improvement, districtwide." Anne M. Lundquist, Superintendent Red Lake School District #38, Minnesota "Terry Wilhelm provides a unique perspective on a critical aspect of the PLC process—shared leadership. As the PLC movement continues to proliferate, such guidance is both needed and timely." Robert J. Marzano, CEO Marzano Research
"In Collective Efficacy in a PLC: Lessons, Paradoxes, and Research From a Turnaround District, authors Matt Navo and Jared Jack Savage explore the strategies and change initiatives that transformed Sanger Unified School District from one of the lowest-performing school districts in the state of California to one of the top-performing districts. Throughout the book, the authors explain the importance of collective team efficacy and the professional learning community (PLC) process in transforming teams districtwide. The book provides valuable, in-depth insight into the real-world lessons Sanger educators learned as well as the challenges they experienced. By reviewing research from experts and the authors' own experiences, K-12 educators will gain the practices and tools necessary to implement effective change in their own schools and districts"--
This important work documents and examines evidence of efforts taking place in rural, urban, and suburban Pre-K-12 schools that are actively engaged in creating professional learning communities (PLCs). Literature is reviewed that defines and identifies the distinguishing dimensions of PLCs. A five-year, federally funded research study is explained including the methodology and demographics of the six study schools and a synthesis of the 64 interviews. A PLC organizer (PLCO) is introduced, which realigns with Shirley Hord's original 1997 research. The organizer provides the framework to explain the five PLC dimensions and related critical attributes. The PLCO also merges Fullan's model, Phases of Change (1985), which includes initiation, implementation, and institutionalization. The authors provide extensive evidence of the progressive development of a PLC from initiation to implementation using exemplars and non-exemplars from interviews that either hinder or facilitate creating and sustaining PLCs. A new assessment tool, the Professional Learning Community Assessment (PLCA), is also presented and can be used for diagnosis and evaluation of schools as they work toward school reform efforts. Readers are also presented with information that connects professional learning community work to a new approach to school improvement. Five case studies are included that can be used in schools and university classrooms for the purpose of engaging educators in reflection, open dialogue, problem finding, and problem solving. This first-hand documented information provides readers with unique issues as they wrestle with the challenges of transforming schools into organizations that meet diverse students needs. Lessons learned from this problem-based learning can easily transfer to the readers' own experiences and schools. The authors conclude by highlighting significant findings, reviewing the most recent related research that addresses sustaining such efforts, and offering suggestions for school leaders to