Teacher Perspectives of the Implementation and Effectiveness of Professional Learning Communities as Perceived by Classroom Teachers in a Middle School in a Rural School District in Eastern North Carolina PDF Download
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Author: Cynthia Wortham
Publisher:
ISBN:
Category : Professional learning communities
Languages : en
Pages : 348
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Book Description
Author: Cynthia Wortham
Publisher:
ISBN:
Category : Professional learning communities
Languages : en
Pages : 348
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Book Description
Author: Brenda Olivia Martinez
Publisher:
ISBN:
Category : Professional learning communities
Languages : en
Pages : 125
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Book Description
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.
Author: Carol Jeanette Turner
Publisher:
ISBN: 9781321590913
Category : Middle school education
Languages : en
Pages : 240
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Book Description
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.
Author: Cristi M. Bostic
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 204
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This dissertation evaluated the implementation of professional learning communities in a large suburban school district in North Carolina. The presence of shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, supportive conditions for relationships, and supportive conditions for structures are all attributes that were assessed to determine the degree of implementation. -- A quantitative and qualitative program evaluation was conducted using the CIPP evaluation model to determine the degree of implementation of professional learning communities and whether or not the implementation has had an impact on student achievement based on state end of course test results. The CIPP model of program evaluation is a systematic process to evaluate the context, input, process and product of a particular program to determine the effectiveness of the program. Teacher members of the Algebra I, English 9, and Biology professional learning communities at each of the six high schools were asked to complete the Professional Learning Communities Assessment - Revised survey. The researcher also requested to observe a sample of professional learning community meetings with these teachers to determine whether or not there is evidence that certain characteristics of the professional learning community concept exist. Interviews were conducted with each of the 6 principals, the assistant superintendent of secondary education and the facilitator of professional development.
Author: Adrian Shavonne Batten
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 230
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Book Description
The mixed-method phenomenological study surveyed middle school teacher perceptions of the Literacy Design Collaborative (LDC). The study population consisted of 16 sixth through eighth grade English language arts, science, or social studies teachers. The data for this study were analyzed from the 2011-2012 school year until the 2015-2016 year. The researcher utilized Stufflebeam’s (2003) context, input, process, product (CIPP) model to create the research questions. -- The following research questions guided the study: (1) To what extent does the LDC model influence middle school teacher decisions in the type of the instructional strategies they choose to use in their classrooms; (2) What specific types of instructional strategies do middle school teachers report to use when implementing the LDC model; (3) To what extent do teachers feel adequately prepared to make decisions regarding the types of instructional strategies they choose to implement in the LDC classrooms; and (4) What instructional challenges or successes do teachers experience when they implement the LDC model? -- The findings of this study indicated the need for providing professional development regarding the implementation of LDC for middle school teachers. Additionally, it was suggested that research of program implementation and implementing programs with fidelity take place for district leadership as well as principals. It was also recommended that a thorough needs assessment be conducted within the school district.
Author: Rachel N. Clarke
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 230
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Book Description
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.
Author: Timothy D. Kanold
Publisher: Solution Tree Press
ISBN: 193554344X
Category : Education
Languages : en
Pages : 306
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Book Description
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: Chanie A. Peterson
Publisher:
ISBN:
Category :
Languages : en
Pages : 185
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Book Description
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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 704
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 380
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