Download or read book Secondary Teachers and Administrators Perceptions of Teacher Leadership Within the Implementation of Professional Learning Communities written by Devette George and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine secondary or high school teachers' and administrators' perception of teacher leadership within the PLC model. The study included a review of data collected from the Professional Learning Communities Assessment-Revised (PLCA-R) from a purposeful sample of high school teachers and administrators from a large suburban school district in southeast Texas. A purposeful sample of high school teachers, teacher leaders, administrators, and the Director of Professional Growth were interviewed in an attempt to provide a more in-depth understanding of their perceptions of teacher leadership within the PLC model. Quantitative data were analyzed using frequencies and percentages, while an inductive coding process was used to analyze the collected qualitative data. Quantitative data analyzed the five dimensions of PLCs varied based on the campuses of the teachers and administrators. Qualitative analysis reinforced quantitative data gathered while bringing additional clarity to teachers, teacher leaders, administrators and the Director of Professional Growth perceptions of teacher leadership in PLCs. Quantitative analysis revealed that there is evidence of the implementation model of PLCs in the district, however there is some inconsistency in the shared and supportive leadership domain. The qualitative analysis supported the inconsistency in shared and supportive leadership evidence in the teacher leaders role in PLCs from the perspectives of the teachers', teacher leaders', administrators' and the Director of Professional Growth.
Download or read book Teachers Perceptions of Leadership Practices in the Implementation of Professional Learning Communities written by Julie English and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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).
Download or read book Perceptions of School Administrators and Teachers Regarding the Implementation of Professional Learning Communities written by Stephen Vincent Westbrook and published by . This book was released on 2013 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of School Leaders Perceptions of Their Leadership Practices and Teachers Perceptions of Professional Learning Communities written by Wanda Jones Phillips and published by . This book was released on 2014 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, survey study was to investigate the relationship between the leadership practices of principals and teacher perceptions of schools as professional learning communities. Twelve principals and 203 teachers at 12 selected schools in a small, rural Louisiana school district participated in the study. Data were collected on principal leadership practices as measured by the Leadership Practice Inventory and teacher perceptions of schools as professional learning communities as measured by the Professional Learning Community Assessment- Revised (PLCA-R) online survey. Correlational analysis revealed the principal self-rated LPI scores were significantly correlated only with the dimension of supported conditions- structures (SCS) from the PLCA-R. The correlation was negative, suggesting that perceptions of SCS were reduced as the principals rated themselves higher on LPI dimensions. Teacher observed leadership scores were significantly, positively correlated with the dimension of supported conditions- relationships (SCR) from PLCA-R. A nonparametric, Kruskal-Wallis test was used to analyze the potential differences among the 12 schools in their professional learning communities. There were significant differences among the schools in all six dimensions of professional learning communities. Collective learning and application and shared personal practices appeared to be more challenging to the schools. This study may provide a greater understanding of how leadership practices affect educational accountability, collaboration, sustainability, and teacher leadership.
Download or read book Demystifying Professional Learning Communities written by Kristine Kiefer Hipp and published by R&L Education. This book was released on 2010-02-16 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this book is to clearly define an approach to school improvement that uses professional learning community (PLC) practices to achieve school improvement and success for every student. This book offers information, examples and case studies to clarify the concept of a PLC, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement. As school leaders proactively lead efforts to create learning communities, their schools, districts, and staff will incorporate knowledge, skills, and practices that focus on teaching and learning for all. The authors' findings will assist leaders, change agents, policy makers, and university faculty in guiding schools toward creating and maintaining PLCs as they sustain school improvement for student learning.
Download or read book Demystifying Professional Learning Communities written by Kristine Kiefer Hipp and published by R & L Education. This book was released on 2010 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers information, examples and case studies to clarify the concept of a professional learning community, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement.
Download or read book The Impact of Guiding Coalitions on the Overall Success of Schools Properly Implementing and Sustaining Professional Learning Communities written by John E. Lombardi and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of the school administrator and teacher leadership has become increasingly embedded within education. Extensive research and literature suggests teacher leaders are critical in reforming schools. Strong professional learning communities (PLCs) recognize that teacher leadership development must be a purposeful and formal component of their culture. The purpose of this quantitative study was to understand the impact of having or not having a guiding coalition (GC) on the overall success of schools properly implementing and sustaining PLCs. This study explored the perceptions of secondary school administrators throughout Washington State on the five dimensions of PLCs as delineated by the Professional Learning Communities Assessment - Revised (PLCA-R). One hundred and three respondents participated. Insight into sustained PLC development and operation was sought from the results focused on quantitative data from the PLCA-R. The six dimensions measured by the PLCA-R are: Shared in Support of Leadership, Shared Values and Vision, Collective Learning and Application, Shared Personal Practice, Supportive Conditions - Relationships, and Supportive Conditions - Structures. The data were analyzed using means, standard deviations, and t scores using a Welch's t test. The results unequivocally indicate that the establishment of a focused GC is imperative to successfully implementing PLCs in schools. The data also revealed that there was not a statistically significant difference in any of the dimensions of the PLCA-R between schools who were not PLCs and schools that claimed to be PLCs but did not establish a GC as outlined by Solution Tree. The final conclusion of this study is that schools who do not take the time to establish an authentic GC as part of their PLC process are doomed to what Reeves and DuFour call PLC Lite and should seek out other improvement efforts other than PLCs.
Download or read book This We Believe written by National Middle School Association and published by National Middle School Assn. This book was released on 2010-01-01 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cultures Built to Last written by Richard DuFour and published by Solution Tree Press. This book was released on 2013-05-20 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: Take your professional learning community to the next level! Discover a systemwide approach for re-envisioning your PLC while sustaining growth and continuing momentum on your journey. You’ll move beyond isolated pockets of excellence while allowing every person in your school system—from teachers and administrators to students—the opportunity to be an instrument of lasting cultural change.
Download or read book Teacher Leadership in Professional Development Schools written by Jana Hunzicker and published by Emerald Group Publishing. This book was released on 2018-04-06 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Featuring scholarly descriptions, teacher leader reflections, and thoughtful questions, this thoughtful collection will immerse readers in deep exploration of teacher leadership and student learning; definitions, structures, and cultures that promote teacher leadership; and teacher leader preparation and development.
Download or read book Leadership and the Professional Learning Community written by Sandra Gaspar and published by . This book was released on 2010 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to describe the transformation of one small, rural school district's professional development program. The study focused on the actions that school leaders took to replace a traditional, workshop-based program that was deemed ineffective with a new professional development model. The new model was designed to create professional learning communities by taking advantage of and further developing teacher leadership. Within this mixed-methods case study, both survey data and interview data were collected. The study describes (a) internal and external factors that influenced the change, (b) selection and implementation of the model, (c) the cycle of transformation that occurred, including interactions among school administrators, teacher leaders and other professional staff as the program became institutionalized, and (d) outcomes that resulted after three years of implementation. Findings indicate there were positive outcomes from the change. The initial effectiveness of the new model may have been enhanced if teacher leaders had been more involved in decision-making processes relative to its adoption and launch. Findings also indicate that schools within the district are above average on a developmental continuum that measures the maturity of professional learning communities. The effectiveness of professional learning communities is dependent in part on democratic leadership with teachers sharing power, authority and decision making. For schools within this district to continue maturing as professional learning communities, strengthening democratic leadership will be essential. These findings have implications for the pre-service and in-service training of both school administrators and teacher leaders. They also suggest the potential for more inter-district sharing of successful change initiatives in the interest of improved learning for all students. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book The Five Disciplines of PLC Leaders written by Timothy D. Kanold and published by Solution Tree Press. This book was released on 2011-08-01 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Download or read book Revisiting Professional Learning Communities at Work written by Richard DuFour and published by Solution Tree Press. This book was released on 2009-11-01 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 10th-anniversary sequel to the authors’ best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement merges research, practice, and passion. The most extensive, practical, and authoritative PLC resource to date, it goes further than ever before into best practices for deep implementation, explores the commitment/consensus issue, and celebrates successes of educators who are making the journey.
Download or read book Voices of Secondary High School Principals in the Successful Implementation of a Professional Learning Community written by Donna L. Wallace and published by . This book was released on 2010 with total page 722 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative multi-case study sought to (a) identify the leadership qualities used by secondary principals in professional learning communities and (b) explore the personal, professional, educational, and institutional factors that shape their practices. The research sites were comprised of five secondary high school campuses that had implemented a professional learning community for at least three consecutive years. Additionally, this study identified the leadership characteristics and attributes of secondary principals whose campuses have moved forward towards continuous improvement. Using with-in case analysis, narratives of the participants were developed to document their lived experiences. Cross-case analysis was then used to determine emergent themes. The themes that emerged contributing to implementation of a professional learning community include: shared purpose, vision and values, persistence, structures for collaboration, common planning period, purposeful staff development, and building leadership capacity. Results of this study determined the following: school administrators and teachers need training in facilitating collaborative meetings, universities need to incorporate course training to promote leadership skills in collaborative settings for both administrators and teachers, professional development for administrators and teachers is needed in both developing and analyzing common assessments.
Download or read book Exploring In school Educators Perceptions of Professional Learning Communities in New Zealand Secondary Schools written by Aneta Dezoete and published by . This book was released on 2012 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research into professional learning communities (PLCs) indicates consistently that when such communities involve in-school educators collaboratively inquiring into the impact of teaching practice on student learning, they have the potential to develop teacher capacity and enhance student outcomes. However, the potential benefits of PLCs are tempered by varied interpretations, mixed outcomes and the many challenges of implementation, including the impact of the people involved, such as school leaders, as well as organisational and procedural factors. Drawing on the international research on PLCs, this study examined PLCs in New Zealand secondary school contexts. It explored in-school educators' perceptions of the extent to which PLC characteristics were evident in school and/or department professional learning, perceived effectiveness of key characteristics of PLCs identified in the literature and the conditions which participants believed enabled or inhibited PLC implementation. Respondents from four secondary schools, all of which had introduced PLCs, were invited to participate in the case study. The data collected through questionnaires and interviews were mainly qualitative, which allowed for a rich and deep exploration of in-school educators' beliefs, values and experiences. Some quantitative data analysis was also utilised, to enable an overview of respondents' perceptions of characteristics of PLCs and conditions for effectiveness. The findings indicated that the seven PLC characteristics identified in the literature and explored in relation to the practice of these schools were perceived to be effective for improving teaching and learning. However, a number of these characteristics did not appear to be consistent with the participants' descriptions of what was happening in their schools. Despite the high effectiveness ratings, some PLC characteristics drew mixed responses or appeared to be evident only at a surface level in some situations. The study also found that conditions identified most frequently as enablers and inhibitors to PLC functioning were considered to be related to qualities of school leadership, teacher attitudes towards professional learning and organisational factors, such as the allocation of time and workload issues. The findings of the study indicate that for PLCs to be effective in the New Zealand secondary school context, leaders need to be a driving force, actively developing a school environment and culture that is conducive to on-going teacher learning.
Download or read book An Examination of the Perceptions Leading to the Sustainability of Professional Learning Communities in a Rural School District written by Mildred T. Bankhead-Smith and published by . This book was released on 2012 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principals and teacher leaders are expected to provide many learning opportunities for the colleagues with which they work and for the students they teach. The model employed to empower teachers to grow in the education profession and improve collaboration among colleagues and facilitate collegial conversation is the Professional Learning Community (PLC). The PLC model is exercised in many schools throughout the United States. As schools employee the PLC model, levels of leadership change, and teachers may or may not grow professionally. Though schools attempt to implement positive change, the sustainability of professional development can be in jeopardy. -- This non-experimental, quantitative study is designed to investigate principals', assistant principals', and teachers' perceptions of PLCs as opportunities for sustainable, effective professional growth within the district. The study applies the use of PLC Assessment-Revised (PLCA-R) online survey. The PLCA-R (Oliver, Hipp, & Huffman, 2008) was utilized to determine perception and sustainability of PLCs.
Download or read book Perceptions of District Leaders School Administrators and Teachers Regarding the Professional Learning Community Model to Support Adult Learning written by Kristi T. Sayers and published by . This book was released on 2013 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative multiple case study explored what district leaders, high school administrators, and high school teachers in a large southeastern school district in the United States thought about participating in Professional Learning Communities (PLC)s as a form of professional learning for teachers. One common method of professional development over the last decade is the Professional Learning Communities. Learning communities are popular as a way to support student achievement; however, there is limited research to show how teachers learn as a result of participating in professional learning communities. There is also limited research to support this type of professional development as effective professional development in the high school setting. My study helped to fill the gap by looking at whether this method of professional development supports adult learning and creates a change in classroom practice. The study was conducted in one school system that had created a strategic plan for continuous school improvement involving the mandatory use of professional learning communities in its schools. The system had a sustained 7-year effort and provided time and resources for the professional learning communities. The participants included four district leaders, five administrators, and three focus groups consisting of 25 total teachers. Data analysis was conducted at two different levels, within each individual case and across the three cases. Individual case analysis was conducted for three cases: (1) district leaders; (2) high school administrators; and (3) high school teachers. For each case, themes and subthemes emerged. A cross-case analysis of the three cases revealed similarities and differences among the three individual cases. Four themes emerged from the cross-case analysis: (1) administrator responsibility; (2) attitude; (3) collaboration; and (4) authentic learning. The four themes presented a description of how professional learning communities support adult learning. Because of this qualitative study, school districts and administrators may have a better understanding of how to structure their professional learning communities to support adult learning for their teachers.
