Download or read book An Integrated Phenomenological Study of Teachers Perceptions of a Professional Learning Community Utilizing Senge s Five Disciplines of a Learning Organization written by Margaret Zena Stockard and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to examine a high schools attempt at reform through implementing a component of a professional learning community to determine if Senges five disciplines of a learning organization were present. The school was in the second year of implementing common planning time, one of the practices related to organizational learning. This study used qualitative methodology and employed an integrated phenomenological design to investigate the perceptions and lived experiences of the core-subject teachers and department heads involved in common planning time at one high school. Participant observation, document and artifact collection, semi structured interviews, photographs and a survey were used to collect data. A data table was designed from all five data sources and blended to report the findings. This study helped to illuminate teachers stories of their lived experiences when trying to implement a professional learning community through common planning time. The findings suggest that this school showed evidence of improvement following their participation in common planning time. These improvements were noticeable in the areas of peer relationships, peer collaboration, and a focus on student improvement. Findings also indicate that Senges five disciplines were applied in the school on an individual basis, but not on an organizational level. Therefore, the researcher did not find evidence of a professional learning community. Themes within the dimensions, however, were identified, including administrative support, self-reflection, common planning, collaboration, curriculum/student achievement, and barriers. The findings suggest the importance of the role of leadership, and that a structured school wide interdepartmental common planning time will create a structure that supports the whole organization. Findings also revealed barriers to the initiative that included teacher resistance, time, and changing demographics. Results of this study point to the need for teachers, administrators, and districts to receive training in the five disciplines of personal mastery, mental models, team learning, shared vision, and systems thinking before implementing a professional learning community. As a result of this study, recommendations are offered for restructuring the framework and beliefs to better meet the needs of high schools in the process of implementing professional learning communities.

Download or read book Business Models to Promote Technology Culture and Leadership in Post COVID 19 Organizations written by Heinzman, Joseph Robert and published by IGI Global. This book was released on 2022-06-24 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology has always been important to organizations and a crucial aspect of their continued development. Organizations that already relied on the most up-to-date technology and provided forward-thinking leadership had a smoother transition during the COVID-19 pandemic, which created turmoil for other organizations that were lacking in this type of leadership. Leadership that implements current and future technology is vital to thrive in the post-pandemic world. Further study on this type of management and practice is required to ensure businesses are prepared and knowledgeable. Business Models to Promote Technology, Culture, and Leadership in Post-COVID-19 Organizations delves into how virtual technology has evolved to create remote offices and remote teaming in areas such as health, education, engineering, and other business solutions. The book also explores culture in a business and how individuals may interface, communicate, and collaborate in past, current, and future business models. Covering key topics such as management, public health, and society, this reference work is ideal for business owners, managers, human resource professionals, supervisors, scholars, researchers, academicians, practitioners, instructors, and students.

Download or read book Exploring Teacher Perceptions about Professional Learning Communities written by Andrea Cunningham and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Professional Learning written by Clare M. Reich and published by . This book was released on 2015 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teachers' perceptions of the characteristics and effectiveness of their professional learning experiences on their instructional practices. Data were collected from 41 elementary and secondary teachers in one south central Pennsylvania school district. The participants had experienced traditional professional development as well as been trained in the protocols and utilization of collaborative practices for professional learning communities. This qualitative research study utilized an online survey incorporating Likert-scale statements, open-ended response questions and six face-to-face interviews to ascertain: (1) the degree to which teachers perceive prior professional learning experiences as impactful on their instructional practices; (2) the characteristics of those professional learning experiences that have the most impact on teachers' instructional practices. The findings from this research study revealed that the effectiveness of professional learning experiences is as varied as the individual. Data revealed that participants were nearly equally divided on the effectiveness of professional learning experiences modifying their instructional practices. Response data supported that professional learning experiences which incorporate adult learning characteristics such as teachers' ability to choose the subject of the professional learning experience and the provision of adequate time to collaborate with colleagues were perceived to be more effective and produce the greatest impact on teachers' instructional practice.

Download or read book Teacher Perceptions of the Impact of Professional Learning written by Teresa Allen Bitterman and published by . This book was released on 2010 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teacher perceptions of professional learning communities in three middle schools. This research examined the perceived impact of professional learning communities on teaching and on student learning. One question guided this research. "What are the teachers' perceptions of seventh grade learning communities' impact on teaching and on student learning in science?" This study used a multiple methods design to examine evidence about relationships among professional learning communities and teaching and student learning. A survey modified from an earlier research study was used (Bolam, McMahon, Stoll, & Thomas 2005). This survey was administered to the teachers who are part of seventh grade science learning communities from each of three participating middle schools. The results from this survey were used to describe teacher perceptions about the use of learning communities within each school. A purposeful sample of candidates was then selected for interviews. Through the use of the two data sources, surveys (see Appendix A) and interviews (see Appendix B), the researcher found four common themes that support the idea of a professional learning community and the effects teachers perceived as contributing to successful teaching and learning. The four themes that emerged included the importance of learning trends, organizational support for a learning community, enquiry orientation, and the need for provision of planning and development.

Download or read book An Exploration of Teachers Lived Experiences in Professional Learning Communities in One Ohio Urban School written by Marvin B. Jones (II) and published by . This book was released on 2018 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore teachers' lived experiences in professional learning communities, conceptualized in Ohio as teacher based teams. This study was carried out against the backdrop of state policies addressed to poorly performing schools. School culture must change in failing schools. In order to change culture (Kowalski, 2006) and to effectively impact student learning in underperforming schools, new shared beliefs and behaviors must come to fruition. In an effort to improve student achievement in underperforming schools across the state of Ohio, the Ohio Department of Education has mandated that these schools engage a process called the Ohio Improvement Process (ODE, 2012). This process requires schools to develop a two-way system of collaborative data analysis among three levels of stakeholders: district leadership teams (DLT), building leadership teams (BLT) and teacher based teams (TBT). The focus for this study was one Ohio urban middle school and its teacher based teams. According to DuFour (2004), professional learning communities place an emphasis on organizational learning, collaboration and collective accountability for student achievement. This concept of creating a learning organization by DuFour was an outgrowth of the work conducted by Senge (1990). The study took place at a school that performed in the lowest five percent of all Ohio's schools. I was an insider to the school district but not to the school itself. This school was considered urban, with high poverty and a high number of minorities. Participants (N=14) were middle school teachers selected from the teacher based teams in the areas of reading, mathematics and one intervention specialist from each of the seventh and eighth grade levels. Narratives of teachers' experiences, perceptions, and beliefs were solicited through one-on-one, face-to-face audio-taped interviews. I transcribed part of the interviews, assisted by a colleague (an outsider) who transcribed part of the interviews. I alone coded and interpreted the meanings of teacher voices. From the interpreted meanings I constructed three spheres of influence on the likelihood that TBTs maintain a sole focus on student learning: teachers as resources to each other, student performance data and allocated time. These three spheres of influence capture the experiences of the 14 teachers. Literature on professional learning communities (teacher based teams) have elements that delve into two spheres: teachers serving as resources to each other and utilizing data to drive the instructional decision making process. However, less focus on sufficient allocated time, the third sphere of influence, was found in the literature. I drew implications from these findings, including questions to teachers, administrators, and policy makers overseeing the consequences for poorly performing schools in Ohio. I suggest future studies of teachers' experiences that might serve to add to a growing body of research about professional learning communities that might aid educators in their quest to improve student academic achievement.

Download or read book Phenomenological Study on Teacher Perceptions of Tier I and the Adult Learner s Application of Knowledge written by Michelle Stapp and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to examine teachers' experiences of implementing professional development into Tier 1 instruction at three elementary schools in North Central Texas. Participating teachers had at least three years of experience in grades Pre-Kindergarten through fifth. The leading theory which guided this study was the theory of andragogy by Knowles. Moreover, when teachers had an opportunity to self-reflect and understand how the learned strategies would improve student academic success, the implementation were heightened. The problem with Tier 1 professional development was that teachers were not involved in planning for the instructional strategies, which had the potential to positively impact their Tier 1 instruction. The question that needed to be answered is how did elementary teachers implement newly learned knowledge into Tier 1 instruction? The gap in current research lied in neglecting to inquire about how PD is integrated into their Tier 1 instruction through teacher perceptions. Participating teachers were randomly sampled from the three elementary schools in Mayberry Independent School District. Data was collected from interviews, writing and reflecting over a given prompt, and collaboration during focus groups. The analysis approach was to view of the data collected through epoche bracketing and analyzing transcripts to find emerging themes in the teacher's lived experiences. The results revealed four distinct themes through data collection: (a) professional development, (b) Tier 1 instruction, (c) barriers, and (d) building critical thinking.

Download or read book Doing what Matters Most written by Linda Darling-Hammond and published by . This book was released on 1997 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report gauges progress toward achieving high quality teaching in every classroom, using data about teaching conditions that are new since publication of an earlier report by the National Commission on Teaching and America's Future. Section 1, "Doing What Matters Most: Investing in Quality Teaching," describes the Commission's original findings and recommendations following two years of study. Findings indicate that most schools and teachers cannot achieve new educational goals because they do not know how and do not receive support to do so. Recommendations include linking teacher standards to student standards, reinventing teacher preparation and professional development, overhauling teacher recruitment, putting qualified teachers in every classroom, and organizing schools for success for all. Section 2, "America's Agenda for Education," discusses new standards and new students in America's schools, examining why and how teaching matters. Section 3, "Lessons from Last Decade's Reforms," discusses major initiatives in North Carolina, Connecticut, and other states for improving teaching quality. Section 4, "The Current Status of Teaching," discusses teacher recruitment and teacher supply and demand; salaries and working conditions; retention; qualifications and training; reform of teacher education and induction; access to professional development; and progress in school reform. Section 5, "Evidence of Progress," describes federal, state, and local initiatives to improve quality. Six appendixes offer state report cards on teacher quality; state-by-state data tables; National Council for the Accreditation of Teacher Education, Interstate New Teacher Assessment and Support Consortium, and National Board standards; Commission staff, advisors, and consultants; partner state contact persons; and national organization partners and contact persons. (SM)

Download or read book A Quantitative Study of Teacher Perceptions of Professional Learning Communities Context Process and Content written by Daniel R. Johnson and published by . This book was released on 2011 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Exploration of Teachers Perceptions of the Influence of Professional Learning Communities on Their Professional Practices and on Teacher Retention written by Tekeisha Ford Mitchell and published by . This book was released on 2013 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Professional Learning Conversations written by Lorna M. Earl and published by Springer Science & Business Media. This book was released on 2008-02-29 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides informed arguments, theory and practical examples based on research about what it looks like when educators, policy makers, and even students, try to rethink and change their practices by engaging in evidence-based conversations to challenge and inform their work. It allows the reader to experience these conversations. Each story reveals the depth of thinking that change requires, showing that change requires new learning and new learning is hard.

Download or read book Professional Learning Communities Impact on Science Teacher Classroom Practice in a Midwestern Urban School District written by Dan Carpenter and published by . This book was released on 2012 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this reputation-based, multiple-site case study was to explore professional learning communities' impact on teacher classroom practice. The goal of this research was to describe the administrator and teachers' perceptions with respect to professional learning communities as it related to teacher practice in their school. Educators and administrators were asked what types of practices teachers took from collaborative professional learning communities and tried in their classrooms. This reputation-based, multiple-site case study was important to Nebraska educators because many school districts had implemented professional learning communities in a variety of forms in the schools. There had been little, if any, investigation on what impact professional learning communities have had on teacher practice and the extent to which that had impacted students. This study focused on the teachers' perceptions of the impact professional learning communities had on their pedagogical practice as a result of collaboration and interactions in professional learning communities. ^ This study involved three schools in one Midwestern school district. The schools and district had operated professional learning communities for 6 years. The researcher found that professional learning communities had impacted teacher practice in that teachers had changed what they do from a pedagogical standpoint, as a result of interactions and collaboration in professional learning communities. The extent to which teacher pedagogical practice had been impacted is open to judgment. The fact that teachers had positively changed their pedagogy as a result of professional learning community function, including collaboration and interactions in professional learning community groups, is not open to judgment, as that is the primary finding of this study.

Download or read book Through a Practitioner s Lens written by Tabetha Haldeman and published by . This book was released on 2015 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite a multitude of funds allocated toward professional development each year by districts and the Department of Education, research indicates the participants of professional development believe this is an area needing to be improved. While many authors have cited characteristics of effective professional development, few studies have told the story of professional development from the perspective of the participants. The purpose of this phenomenological study was to identify how elementary teachers and administrators perceive and describe their experiences with professional development. Data was collected through three one-on-one, semi-structured interviews with two practicing administrators and four elementary school teachers who are curriculum leaders. The participants represented three buildings within a district in Pennsylvania, and have served as both participants and facilitators of professional development. Applying a social constructivist worldview, the data was bracketed and analyzed for common experiences and themes using the Nvivo software, to understand the essence of the experience of professional development. There were five common themes that emerged from the study. First, adult learners need time to collaborate as they process the learning. These conversations are most effective when the individuals share common grade levels and when they occur immediately following the learning. Second, professional development is most effective when it is meaningful and relevant to the classroom and its students. Because the primary purpose of professional development is to improve the teacher and therefore, positively influence the academic performance of the students, participants need to understand how the learning will immediately transfer to the classroom. Third, when participant engagement is high, the effectiveness of the professional development increases. Participants find greater benefits in sessions where they interact with the material, direct their own learning and have an opportunity to talk together. Fourth, the most effective professional development is structured in such a way to allow a continuous cycle of teaching and learning, over a period of time. When new information is presented, participants want to return to the learning later to extend, share or refine their knowledge and application of the material. Finally, teachers and administrators share many common beliefs regarding effective and ineffective professional development.

Download or read book Teacher Perspectives of Their Experiences in a Professional Learning Community and how These Experiences Contribute to a Collaborative School Culture written by Kimberly Janette Kelley and published by . This book was released on 2018 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fullan (1998) stated, “Student achievement increases substantially in schools with collaborative work cultures that foster a professional learning community among teachers and others” (p. 8). Vandevoort, Amrein-Beardsley, and Berliner (2004) also found that the quality of the teacher in the classroom is the single most important factor in determining how well a child learns. -- The purpose of this study was to determine practices and experiences within a Professional Learning Community (PLC) that contribute to a collaborative culture and student performance. The research question for this study was, “What experiences in a PLC do teachers perceive contribute to a collaborative culture?” -- This mixed-method, single case research study used the School Culture Survey (SCS) developed by Gruenert and Valentine (1998) to gather data of teacher perceptions of practices and experiences in their PLC meeting. Survey data were collected electronically, and all survey responses were used in the final statistical analysis. Interviews were conducted based on emerging themes in order to validate the study further.

Download or read book The Relationship of Teacher Participation in Professional Learning Communities to the Perceptions of Reflective Practices of Elementary School Teachers written by Rachel Real Poovey and published by . This book was released on 2012 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine relationships between teacher involvement in professional learning communities (PLC) and their levels of reflections about their professional practices. Teacher reflection levels were studied in two matched groups: one group participated in PLCs between the period of August 2009 and August 2011 and the other group was comprised of teachers not participating in PLCs. The study sought to answer the following research questions: (1) What is the make-up of professional learning communities in public elementary schools within the North Alabama area? (2) Are there differences between the reflective practices of teachers participating in professional learning communities and those not participating in professional learning communities? (3) Are there differences in reflective practices of teachers in a land-based professional learning community as compared to reflection of teachers in a technology-based professional learning community, and of those in a combined professional learning community? The Reflective, Ethical, Moral Assessment Survey (REMAS, Arredondo Rucinski & Bauch, 2006) was used to assess teacher perceptions of their reflective practices in their work environment. Five hundred twelve teachers from north Alabama schools were surveyed; 293 teachers having participated in a professional learning community within the two years of 2009 through 2011; and 219 not having participated in a professional learning community. The data were then compared using analysis of variance. The results revealed more in-depth reflection of teachers participating in specific types of PLC than those with no PLC participation. Teachers having participated in professional learning communities consisting of either face-to-face communication or combined face-to-face and technology-based communications had statistically higher levels of reflection in the Reflective and Ethical Priority domains (p

Download or read book Teachers Perceptions of Professional Learning Communities as Opportunities for Promoting Professional Growth written by Julie R. Morrow and published by . This book was released on 2010 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Authentic Professional Learning written by Ann Webster-Wright and published by Springer Science & Business Media. This book was released on 2010-08-05 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is considerable and growing interest in professionals learning across their working lives. The growth in this interest is likely premised upon the increasing percentage of those who are being employed under the designation as professi- als or para-professional workers in advanced industrial economies. Part of being designated in this way is a requirement to be able to work autonomously and in a relatively self-regulated manner. Of course, many other kinds of employment also demand such behaviours. However, there is particular attention being given to the ongoing development of workers who are seen to make crucial decisions and take actions about health, legal and ?nancial matters. Part of this attention derives from expectations within the community that those who are granted relative autonomy and are often paid handsomely should be current and informed in their decisi- making. Then, like all other workers, professionals are required to maintain their competence in the face of changing requirements for work. Consequently, a volume that seeks to inform how best this ongoing learning can be understood, supported and assisted is most timely and welcomed. This volume seeks to elaborate professional learning through a consideration of the concept of authentic professional learning. What is proposed here is that, in contrast to programmatic approaches towards professional development, the process of continuing professional learning is a personal, complex and diverse process that does not lend itself to easy prescription or the realisation of others’ intents.