Teacher Perceptions Of The Implementation Of Professional Learning Communities And Campus Achievement
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| Author | : Mya L. Calloway Asberry |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2017 |
| Genre | : Academic achievement |
| ISBN | : |
The purpose of this study was to examine the relationship between teacher perception of PLC implementation and campus achievement. Teacher perception was determined through the use of the PLCA-r survey, and campus achievement was measured by 2016 Grade 3-8 reading and math STAAR assessment data. In today’s educational climate of increased accountability and challenging student demographics, professional learning communities (PLCs) has emerged as an answer to school improvement. As many campuses begin to implement PLCs, the researcher sought to identify a relationship between how teachers perceive PLC implementation and campus achievement, as measured by STAAR assessment results. Data was collected using a targeted sampling technique of Texas teachers in Grades 3-8, who also serve on campuses that are implementing PLCs. Principals were sent a direct link to the PLCA-r survey and asked to forward to at least 10 teachers on their respective campuses. The survey also included a link to the Texas Education Agency website to link campus achievement data. There were a total of 50 (N = 50) usable, completed surveys submitted. A multiple regression analysis was performed to determine the relationship between teacher perception of PLC implementation and campus achievement. The results of this study did not reveal a statistically significant relationship between the comprehensive domains of the PLCA-r survey and campus achievement data. The results of the study did show a statistically significant relationship between the domain of supportive conditions – relationships and STAAR reading achievement data.
| Author | : Lori A. Smith |
| Publisher | : |
| Total Pages | : 146 |
| Release | : 2016 |
| Genre | : Educational change |
| ISBN | : |
Today, educators, administrators, students, and community stakeholders are being asked to receive, implement, and utilize change strategies designed to improve student achievement. One such change strategy currently being utilized is that of the professional learning community. Empirical evidence capturing the voices of the teachers who construct their knowledge and perception surrounding professional learning communities is deficient in the body of literature found today. Using a narrative approach this study examined the following research questions: How do teachers describe the purpose of PLCs? What are teacher perceptions of PLCs at Ames Elementary? How do teacher perceptions of PLCs affect the implementation of PLCs at Ames Elementary? The findings of this study indicate that administrators need to provide ongoing teacher training opportunities. There must also be support provided for the staff that will ensure their ability to be able to form a strong collaborative PLC culture. The purpose for the implementation of PLCs must be clearly articulated and transparent, and the development of positive teacher leaders within PLCs is key. This paper suggests that these factors are useful in working toward implementing and sustaining a professional learning community.
| Author | : Julie English |
| Publisher | : |
| Total Pages | : |
| Release | : 2015 |
| Genre | : Education |
| ISBN | : |
Districts have long faced the challenge of creating and sustaining effective leadership. Today’s school leaders are expected to perform at a higher level than ever before with increased accountability for student achievement. They need to create and maintain a challenging learning environment, focus on excellence, and serve as a positive agent for change (Hipp & Huffman, 2010). Professional Learning Communities (PLCs) provide an opportunity for leaders to improve school performance by improving student achievement (Hipp & Huffman, 2010). School culture can be changed to a culture of hope by using the principles of PLCs that are at the heart of successful education reform (DuFour & Fullan, 2013). The purpose of this study was to describe the teachers’ beliefs of five leadership practices as defined by the Leadership Practices Inventory [LPI] (Kouzes & Posner, 2013). Moreover, this study described the teachers’ beliefs of the implementation of the six dimensions of their PLC, defined by the Professional Learning Community Assessment-Revised [PLCA-R] (Oliver et al., 2014), in elementary and intermediate This is a quantitative study where the results of two survey instruments will be analyzed with a descriptive statistical analysis to describe the teachers’ beliefs of their principals’ leadership practices in addition to their beliefs of the six dimensions of their professional learning community. The goal was to determine the beliefs of leadership practices that could have the greatest positive impact on the implementation of the six dimensions of a PLC. The results of the LPI found evidence that all five leadership practices were perceived by teachers to be occurring in the schools studied. Two ix practices, Model the Way and Inspire a Shared Vision emerged most often. The results of the PLCA-R revealed that teachers in all the schools studied were focused on student learning, collaboration and results orientation. Additionally, teachers on these campuses understand and are committed to the vision of the school, to its goals for instruction, and its priorities (DuFour et al., 2008).
| Author | : Chanie A. Peterson |
| Publisher | : |
| Total Pages | : 185 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
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.
| Author | : Brandis M. Genenbacher |
| Publisher | : |
| Total Pages | : 254 |
| Release | : 2020 |
| Genre | : Academic achievement |
| ISBN | : |
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.
| Author | : Melina L. Quon |
| Publisher | : |
| Total Pages | : 134 |
| Release | : 2010 |
| Genre | : Professional learning communities |
| ISBN | : |
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),
| Author | : Timothy D. Kanold |
| Publisher | : Solution Tree Press |
| Total Pages | : 306 |
| Release | : 2011-08-01 |
| Genre | : Education |
| ISBN | : 193554344X |
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
| Author | : Angela Maria Mitchell |
| Publisher | : |
| Total Pages | : 174 |
| Release | : 2014 |
| Genre | : High school teachers |
| ISBN | : |
"With an increased focus on school accountability for students' test scores and achievement, professional learning communities are a viable solution to improving learning outcomes for students. The purpose of this study was to examine high school teachers' perceptions of the influence of professional learning communities on teachers' instructional practices, their learning through professional development, and student achievement"--Leaf iii.
| Author | : Vicki Lynn Douvikas |
| Publisher | : |
| Total Pages | : 249 |
| Release | : 2014 |
| Genre | : Academic achievement |
| ISBN | : |
The purpose of this research study was to determine program effectiveness and how the implementation of a tiered model of instruction (RtI) impacted student achievement in second grade classrooms. It was the intent of the researcher of this qualitative study to determine if the teachers' perceptions of the new assessment systems provided them with data rich information to make instructional decisions based on the student data collected from DIBELS, MAP, and CASE21. The researcher also investigated whether the data collected from the assessment systems, in conjunction with professional learning communities (PLCs) and professional development, improved student achievement in literacy for second grade students. The goal of this research was to determine reading program effectiveness and how to make improvements in order to increase reading achievement, while reducing the number of students referred for special education testing at the elementary school level. The site of this study was in a large, urban school district in the Southeastern United States with both regular and special education students. The participants in this study were a purposeful sample. The participants were four second grade classroom teachers, one Response to Intervention coach, one school counselor, and one special education teacher. There were three student data sources (DIBELS, MAP, CASE21), one survey (PET-R), and a focus group interview (the primary data set) as part of the data collection and analysis process. The two questions which were investigated in this study were: 1. How do teachers perceive the implementation of a tiered model of instruction and its impact on student achievement? 2. What do teachers perceive to be the strengths and limitations of working as a collaborative team throughout the implementation of Professional Learning Communities? Four key findings emerged from the collection and analysis of the data sets: 1. Professional development training is needed for the different tiers of instruction within the RtI model. 2. Professional development training is needed for the purpose of intervention team. 3. Teachers need to use the data collected from the universal screening tools to identify struggling students in literacy. 4. Support from the school district and site administrators are vital to the implementation of initiatives at a study site.
| Author | : Elondra D. Napper (Ph. D.) |
| Publisher | : |
| Total Pages | : 143 |
| Release | : 2015 |
| Genre | : Academic achievement |
| ISBN | : |
