Teachers Perceptions During The Implementation Of The Professional Learning Communities Model
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| Author | : Heather D. Kenney |
| Publisher | : |
| Total Pages | : 94 |
| Release | : 2008 |
| Genre | : Educational change |
| ISBN | : |
This quantitative quasi-experimental study focused on the school reform initiative, Professional Learning Communities (PLC) proposed by DuFour and Eaker. The study investigated teachers' perceptions during the implementation of the Professional Learning Communities Model, a school reform initiative, to determine if teachers' perceptions changed during implementation. Certified teachers in three elementary schools were surveyed utilizing the Stages of Concern Questionnaire developed by George, Hall, & Stiegelbauer (2006). The survey was administered in November 2007 and in April 2008 to evaluate the differences in teachers' perceptions during the implementation process. Data collection consisted of comparing 14 sets of means to determine if the differences were significant. Conclusions found significant differences between many pairs of means, concluding that teachers' perceptions changed during the November and April Questionnaire administration.
| 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 | : 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 | : Erika Schlichter |
| Publisher | : |
| Total Pages | : 120 |
| Release | : 2015 |
| Genre | : Education, Secondary |
| ISBN | : 9781339069937 |
The mandate for school reform is becoming more urgent as schools increasingly focus on improving student learning. This mandate for reform has produced a need for effective school improvement structures to organize staff efforts to improve student learning. The professional learning communities (PLC) structure has been widely touted among practitioners as a valid model for instituting school reform. The popularity of this structure has grown to such an extent that its impact has been diluted through lack of understanding, partial implementation, and lack of focus on student learning outcomes. The purpose of this study was to examine the relationship among different components of the PLC framework when it is implemented at the high school level. In addition, this study examined how teacher demographic characteristics, such as gender and longevity in the profession, impact teachers' perceptions of PLCs. These relationships were measured using means difference testing and correlation analyses. The significance of the study lies in its usefulness to those attempting to implement the PLC structure as a school improvement measure. This study identifies relationships among the components of PLCs and how teachers perceive the structure, thus providing direction so practitioners will be able to more effectively target their resources for implementation.
| 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 | : 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 | : Jennifer Metz Hollingsworth |
| Publisher | : |
| Total Pages | : 117 |
| Release | : 2020 |
| Genre | : Professional learning communities |
| ISBN | : |
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.
| Author | : Danielle Shaw Robertson |
| Publisher | : |
| Total Pages | : 262 |
| Release | : 2011 |
| Genre | : Collective Teacher Efficacy Instrument |
| ISBN | : |
The dissertation was designed to describe the relationship of collective teacher efficacy to the phases of professional learning communities (PLC) in a rural school district in the southern piedmont region of North Carolina. (1) Background and Method. Limited research exists in the area of collective teacher efficacy and its relationship to professional learning communities, especially related to the phases of development conceptualized by J.B. Huffman and K.K. Hipp 2003 (book entitled Reculturing Schools as Professional Learning Communities) in their Professional Learning Community Organizer. The researcher gathered baseline data regarding the teachers' perceptions of their schools' functioning as professional lkearning communities from the North Carolina Teachers' Working Conditions Survey given in the spring of 2010. The Professional Learning Community Assessment and Collective Teacher Efficacy Instrument (CTE) were administered in the fall to 26 schools within the district. Using this information, the researcher conducted statistical analyses to determine the relationships between professional learning communities and collective teacher efficacy and the relationships between the specific phases of development (initiation, implementation, and institutionalization) of a PLC and collective teacher efficacy. (2) Findings. According to the results of this study, the five dimensions of the PLC have been shown to have some positive, significant relationships with CTE especially at the elementary level. The educators within this district should seek to continue developing their PLCs at every level to build collective teacher efficacy and to sustain a culture conducive to continued reform.
| Author | : Cynthia Wortham |
| Publisher | : |
| Total Pages | : 348 |
| Release | : 2018 |
| Genre | : Professional learning communities |
| ISBN | : |
| 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.
