Professional Learning Community Implementation and Teacher Perceptions of Participation Influences on Professional Growth

This qualitative case study explored how professional learning community models in one K-8 school were designed and implemented with a focus on teaching and learning and how educators perceived participation in professional learning communities (PLC) influenced their professional growth and developm...

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Bibliographic Details
Main Author Watkins, Tracy M
Format Dissertation
LanguageEnglish
Published ProQuest Dissertations & Theses 01.01.2016
Subjects
Academic Achievement
Case Studies
Curriculum Design
Data Analysis
Educational Change
Educational Facilities Improvement
Educational leadership
Educational Strategies
Learning Strategies
Learning Theories
Lifelong Learning
Middle School Teachers
Student Needs
Teacher Collaboration
Teacher education
Teaching Methods
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Summary:This qualitative case study explored how professional learning community models in one K-8 school were designed and implemented with a focus on teaching and learning and how educators perceived participation in professional learning communities (PLC) influenced their professional growth and development. The theoretical framework of the transformational learning theory, social cognitive theory and the foundations of PLCs, established the platform for this study. The research questions specified a focus on teacher perceptions of the professional learning community model being implemented, addressed how professional learning communities were structured and implemented to focus on data-based decisions and described how participation in professional learning communities influences professional growth and instructional effectiveness. The sample consisted of at least 30 teachers and 2 administrators in five schools located in a southwestern school district in the United States. Data collection instruments included questionnaires, interviews, and archival data. Data coding procedures determined specific patterns that emerged in the analysis. The results provided that the greatest influence on teacher professional growth were: purposeful meetings, shared responsibility, commitments to common practice and common assessments with ongoing progress monitoring. The implications of this study suggest that school organizations provide an opportunity for purposeful collaboration during the work day. Most importantly, focused conversations must address student data, sharing instructional strategies and committing to common practice and assessment for ongoing student improvement and teacher development.
ISBN:9781369243185
1369243189