Download or read book Teacher Perceptions of Their Professional Learning Community Experience in One North Texas District written by Melissa Ann Heller and published by . This book was released on 2020 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: See ProQuest for summary.

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 Perceptions of Principals Learning to Lead Professional Learning Communities in a Fast Growth District written by Kellie C. Rapp and published by . This book was released on 2019 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of the principal has become increasingly complex and challenging. Recent emphasis has been placed on the role of principals as leaders who can build a culture of learning in schools to close the student achievement gap. Outside factors such as fast-growth in Texas have caused schools to change and grow quickly, which increases the learning demands placed on principals as they seek to develop the knowledge and skills needed for effective leadership. Developing and sustaining a professional learning community is a powerful strategy that has been found to improve teaching and learning, however developing professional learning communities requires skilled leadership. Limited research exists regarding how principals learn to implement and sustain professional learning communities within fast-growth districts, therefore, with this phenomenological qualitative research, I explored the lived experiences of seven principals within one fast-growth district in Texas to explore how they learned to develop and sustain a professional learning community.

Download or read book Teacher Perceptions of a Professional Learning Community written by Bo Hannaford and published by LAP Lambert Academic Publishing. This book was released on 2011-09 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many studies provide evidence that professional learning communities are a valid means for school reform in public education. These studies may be even more important since schools are facing more pressure than ever to meet high academic performance benchmarks. Therefore, the purpose of this study was to discover teacher perceptions toward a professional learning community and teacher perceptions of instructional practice in a middle school in a southern U.S. state. The results of this study indicated that teachers have a positive perception of learning communities, instructional practice, effective communication, collaboration, shared leadership practices, and the use of common assessments. Teachers, principals, and superintendents may use the results of this study to promote the creation of professional learning communities. The results of this study can lead to positive social change by providing an alternative school culture encouraging a positive perception among teachers that leads to improved instructional practice which can impact student learning

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 Teacher Construction of Knowledge and Perception Surrounding Professional Learning Communities written by Lori A. Smith and published by . This book was released on 2016 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

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 An Investigation of Teachers Perceptions of Their Schools as Professional Learning Communities written by Scott A. Fellows and published by . This book was released on 2005 with total page 664 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 The Handbook of Leadership and Professional Learning Communities written by C. Mullen and published by Springer. This book was released on 2009-10-13 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contributors offer ideas, applications, and resources for helping leaders and educators tackle the challenges of building successful professional learning communities. This wide-ranging text will prove indispensable for any democratically accountable leader committed to organizational change through communities of practice.

Download or read book Professional Learning Communities written by Lorraine S. Patusky and published by . This book was released on 2013 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: "American schools are held accountable for student achievement under the No Child Left Behind Act. Schools that do not meet state accountability standards are designated schools-in-need-of-improvement. School leaders often implement professional learning communities (PLC) as an aspect of school reform (DuFour, 2008: Hord & Southwest Educational Development Lab, 1977). This study asked the quiestion: What is the underlying essence of PLC conversations and collaboration among teachers in schools executing accountability-driven improvement? A phenomenological research approach was used to investigate PLC activities from teachers' perspective. Eleven teachers were interviewed; analysis of their transcripts identified significant statements relevant to their PLC participation. The experiences of these teachers were reduced to 24 meaning clusters, and then grouped into six themes... Recommendations for policy makers and PLC members based on the data include: recognize the personality types within the community, be prepared for the "long haul," set clear expectations and realistic timelines, and foster inquiry-based processes which allow members to build to a shared vision. Most important is that sufficient time is required for participants to build relationships and cultivate patterns of discourse that develop high-level skills of reflective practice and collaboration." --Abstract

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 Teachers Perceptions of Service learning written by Jo Ann Bludau and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: At the conclusion of a three-year grant cycle (2003-2006), educators and administrators as well as the general public in the state of Texas are questioning whether or not service-learning is indeed a powerful means of preparing students to become more caring and responsible parents and citizens. This study was designed to measure teachers' perceived effectiveness of service-learning. The Texas Center for Service- Learning provided a list of districts participating in the K-12 School-Community Partnership Grant Project and contact information for district grant coordinators. Coordinators in participating districts were then contacted by phone and e-mail to submit names and contact information for teachers participating in the service-learning program. Teachers whose districts are located in central and southeast Texas were interviewed during the spring 2006 on their campuses, and teachers from more remote parts of Texas were interviewed in Austin during the Summer 2006 Institute. The sample that was used in this study includes six elementary, four middle, and two high school teachers who have been involved in the development and implementation of service-learning programs in their districts. In addition to targeting teachers at the elementary and middle school level, both male and female service-learning teachers were interviewed as well as teachers who also assumed the role as campus and/or district service-learning coordinator. Data collected from the service-learning teachers interviewed was analyzed to generate a composite picture of teachers' perceptions and attitudes toward servicelearning. Once interviews were completed, data were transcribed, coded for audit trail purposes, printed onto separate sheets, and those sheets that apparently related to the same content were categorized into provisional categories. Five important salient themes emerged as conclusions of the study. The first conclusion relates to service-learning work and competing priorities. The second conclusion illustrates service-learning as having a higher purpose for the teachers who have chosen to become involved in it. The third conclusion was reached by examining the role of grant funding. The fourth conclusion was drawn from situations where teachers and communities are promoting a culture of service, and the fifth and final conclusion stresses the importance of teacher leadership in the success of service-learning programs.

Download or read book Teacher Perceptions of Professional Learning Communities written by Diann Wylie Marley and published by . This book was released on 2010 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to determine the degree to which teachers in the Association of Christian Schools International (ACSI) schools within the South Central Region of the United States perceive that their schools are practicing the attributes of professional learning communities (PLCs). Consistent with public school PLC literature, the data analysis found that Christian school teachers perceived that all the attributes of a PLC were not being practiced in their schools.

Download or read book 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 written by Cynthia Wortham and published by . This book was released on 2018 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of how Professional Learning Communities Impact Their Professional Practices written by Angela Maria Mitchell and published by . This book was released on 2014 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: "With an increased focus on school accountability for students' test scores and achievement, professional learning communities are a viable solution to improving learning outcomes for students. The purpose of this study was to examine high school teachers' perceptions of the influence of professional learning communities on teachers' instructional practices, their learning through professional development, and student achievement"--Leaf iii.

Download or read book Using Social Media and Professional Learning Communities as Tools for Novice Teacher Collegiality and Improved Self efficacy written by Bradley Alan Bostick and published by . This book was released on 2013 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher attrition and the migration between schools and districts can have a negative impact on quality of education and teacher performance. Novice teachers leave the profession because they are overwhelmed by the workload and responsibilities of the job. In a previous action research cycle, I found that novice teachers' perceptions of isolation and lack of opportunities to share experiences had a negative effect on teacher perceptions of efficacy. This action research project examines the effect of leveraging social media and professional learning communities to provide opportunities for a group of novice teachers to share experiences and seek advice. By addressing the challenges that novice teachers face and providing solutions for common problems, it is the hope of this researcher that highly effective teachers will remain in the classroom. The results of the study indicate that the combined use of Twitter and YouTube in collaboration with professional learning communities will improve teacher perceptions of efficacy. Teachers who participated in the social media based professional learning communities are also more likely to remain in the classroom.