Download or read book Teachers Perception of the Relationship Between Principal s Support and Perceived Effectiveness of Professional Learning Communities written by Karen M. Speier and published by . This book was released on 2011 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Differences Between Principal and Teacher Perceptions of Professional Learning Communities in California Schools written by Michael Brown and published by . This book was released on 2018 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective Professional Learning Communities are one tool schools utilize to ensure that student achievement improvement is prioritized. Professional Learning Communities help educators increase their professional knowledge and minimize conflict amongst colleagues. Additionally, teachers who regularly participate in a Professional Learning Community have students who reach higher achievement benchmarks than the students of their non-participating peers. The purpose of this study was to determine whether a statistically significant difference existed between principal perceptions and teacher perceptions of Professional Learning Communities as measured by the Professional Learning Communities Assessment—Revised. A sample of 49 principals and 53 teachers from 49 schools in California participated in the study. A series of independent t-tests were utilized to test three null hypotheses to determine if any differences in perception were evident and if participant gender had any impact on the results. It was discovered that no statistically significant perception differences existed between male principals and female principals, male teachers and female teachers, and principals and teachers, regardless of gender identity or educational role. It was concluded that principals and teachers mirror perceptions of their Professional Learning Community, regardless of gender identity. Conducting similar studies in varied geographical locations with demographic diversity and larger sample sizes is recommended to increase the breadth of knowledge of Professional Learning Communities.
Download or read book The Relationship Among Principals Perceptions of Professional Learning Communities and Parents and Teachers Satisfaction of Schools Functioning as Professional Learning Communities written by Daundria Smith Phillips and published by . This book was released on 2009 with total page 222 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 Professional Learning Communities written by Louise Stoll and published by McGraw-Hill Education (UK). This book was released on 2007-03-16 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: “All who are interested and concerned about educational reform and the improvement of schools will find this book a must read. It stimulates, it challenges, and it informs, such that the reader is most surely enriched by its plenitude.” Dr Shirley Hord, Scholar Emerita “At last we have a book of international cases to add to the literature on networks! Policymakers and practitioners alike will find the reasons why networks are fast becoming the reform organizations of choice. The book elevates network understanding to a new level.” Ann Lieberman, Senior Scholar at the Carnegie Foundationfor the Advancement of Teaching What is a professional learning community? What are the key challenges facing these communities and how might they be resolved? Is it time to extend our thinking about professional learning communities? There is great interest internationally in the potential of professional learning communities for enhancing educational reform efforts and sustaining improvement. This international collection expands perceptions and understanding of professional learning communities, as well as highlighting frequently neglected complexities and challenges. Drawing on research, each chapter offers a deeper understanding of topics such as distributed leadership, dialogue, organisational memory, trust, self-assessment and inquiry, and purpose linked to learning. The last section of the book focuses upon three of the most challenging dilemmas that face developing professional learning communities - developing professional learning communities in secondary school, building social capital, and sustaining professional learning communities. The authors provide pointers on why these challenges exist, offering rays of hope for ways forward. Professional Learning Communities is key international reading for education professionals, school practitioners, policymakers, academics and research students. It is a must-read for anyone interested in building capacity for sustainable learning and the ability to harness your community as a resource for change.
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 The Principal s Role in Supporting Professional Learning Communities written by Karen S. Duling and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing student achievement is at the forefront of the school reform movement. Today's educators are called upon to raise academic standards to the highest level in history with common core standards that align with international benchmarks. One of the most rapidly-growing improvement efforts in today's schools is the development of professional learning communities (PLCs). Research shows a link between PLCs and increased student achievement. Additional information is needed about how school leaders have successfully supported sustainable PLCs within their schools. The purpose of this multi-site case study was to understand the types of principal behaviors as perceived by both teachers and principals that are most meaningful in the support of PLCs. The study also examined the intersection of the dimensions of learning-centered leadership and the critical attributes of PLCs. This study concluded that in professional learning communities, principals and teachers share a vision for learning and address the needs of all learners. The following leadership dimensions are perceived to be important in the support of professional learning communities: the principal's knowledge and involvement in curriculum and instruction, the principal's knowledge and involvement in the assessment program, and the principal's influence on organizational culture. The study also revealed that when learning-centered leadership and professional learning communities intersect, shared leadership and collective learning are perceived to occur. Commonalities among the five cases in this study were affirmed, but each school site also had unique characteristics. In particular, one site emerged as an exemplar for strong teacher leadership.
Download or read book Perceptions of School Principals on Participation in Professional Learning Communities as Job Embedded Learning written by Jennifer A. Gaudioso and published by . This book was released on 2017 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principal Professional Learning Communities (PPLCs) have emerged as a vehicle for professional development of principals, but there is little research on how principals experience PPLCs or how districts can support principal learning in a PPLC. This hermeneutical phenomenological study focused on perceptions of principals on participation in Professional Learning Communities as a form of job-embedded professional development for school principals. The target population for the study was elementary and middle school principals and assistant principals in a suburban district participating in an existing professional development initiative conducted by the researcher in a central office role as facilitator. The questions guiding this interpretive research were (1) How do principals describe their experience in a district-wide administrative PLC, called the Admin Council (AC PLC)?; (2) How do principals describe their experience in a Principal Professional Learning Community (PPLC), led by a central office administrator?; (3) What have principals experienced in these PLCs that is beneficial to them? Multiple interviews, observation data and meeting transcripts were analyzed to identify themes and develop a description of the lived experience of principals in a professional learning community nested within a district administrative PLC facilitated by central office. The primary results of the study are that 1) Participants described participation in PPLCs as valuable in providing connection, collegial support, collaboration, shared vision and dedicated time to focus on instructional leadership; 2) Principals experience new learning and collaborative work in PPLCs in relation to its direct relevance as something they can apply to lead change in their building contexts; 3) Principals experience a complex interior journey as part of PLC participation; and 4) Principals described having greater understanding of PLCS through participation in PLCs. Recommendations for districts include analyzing and developing structures to support common opportunities for PPLC members to enact instructional leadership. A district's alignment of leadership calendars and opportunities can support the development of joint enterprise for principals in a PPLC. Preplanned instructional leadership opportunities can ensure principals have opportunities for experiential learning as they apply new learning in their buildings. This research can support understanding of how principals experience central-office facilitated professional learning communities as job-embedded professional development.
Download or read book The Principal s Role in Developing and Sustaining Professional Learning Communities written by Ginger Mink Teague and published by . This book was released on 2012 with total page 443 pages. Available in PDF, EPUB and Kindle. Book excerpt: With research supporting the benefits of professional learning communities in transforming schools, school leaders need insight and understanding into how to lead the organization toward successful implementation. The purpose of this study was to examine the role of the principal in developing and sustaining professional learning communities in elementary school settings. The exploratory, sequential, mixed method case study was conducted using Hord's (1997, 1998, 2008) Five Dimensions of a Professional Learning Community as the theoretical framework. The research design was a quan→QUAL sequential approach, with priority or dominance given to the qualitative phase (Greene, 2008; Johnson & Onwuegbuzie, 2004). Triangulation of data sources and methods added strength to the findings. In the initial phase, 107 teachers from eight elementary schools from one school district in a southeastern state responded to the PLCA--R instrument (Olivier & Hipp, 2010a). The PLCA--R data provided insight into teachers' perceptions of the extent to which PLC practices are found in elementary schools. The quantitative data analysis led to the selection of two elementary schools with strong evidence of PLC practices to serve as cases for the qualitative phase. In the qualitative phase data collection at the elementary schools included interviews with principals and teachers, observations of PLCs, and artifacts. Both within case and cross-case analyses were conducted to determine the extent of PLC practices and findings related to the role of the principal. With strong evidence of PLC practices, three themes were developed concerning the principal's role in developing and sustaining PLCs: relationships matter; principal support is critical; and structure is important. The themes fall within the supportive conditions dimension of PLCs (Hord, 1997, 1998, 2008). As elementary principals lead their schools in developing PLC practices, they can benefit by recognizing the impact of principal support on the process. Principals can also foster PLCs by building trusting and caring relationships and by developing structures that support the collaborative work found in PLCs.
Download or read book Professional Learning Communities written by Jean Haar and published by Routledge. This book was released on 2013-09-27 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book demonstrates how a professional learning community can increase teacher growth and student achievement. The authors provide detailed examples along with innovation maps to help school leaders implement the eight key elements of an effective PLC.
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 How Professional Learning Communities Empower Teacher Collaboration Instructional Practices and Accountability Within the School written by Dennis Snyder and published by . This book was released on 2012 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Professional Communities and the Work of High School Teaching written by Milbrey W. McLaughlin and published by University of Chicago Press. This book was released on 2001-10-20 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts—schools, departments, and communities—matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings—based on one of the most extensive research projects ever done on secondary teaching—show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as "apathetic and unwilling to work," while English teachers described the same students as "bright, interesting, and energetic." With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. High Schools.
Download or read book JSL Vol 27 N3 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2017-09-28 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The journal is focused on articles on administrative leadership in schools and school districts and also in articles that inquire about teacher, student, parent, and community leadership.
Download or read book The Relationship Between Perceived Effectiveness of Principal as Leader and Level of Implementation of the Four Priorities of the Basic School written by Krista Lea Calvert and published by . This book was released on 2002 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study . The purpose of this study was to determine the relationship between the teachers' perception of level of implementation of the four priorities of the Basic School and teacher perception of principal effectiveness. The specific objectives of this study were: to determine teacher perception of the level of implementation of the four priorities in 21 schools formally involved in the Basic School network for over three years, to determine teacher perception of principal effectiveness within 12 dimensions and indicators of effective leadership in 21 schools formally involved in the Basic School network for over three years, and to examine the relationship between implementation of the Basic School framework and effective leadership in 21 schools formally involved in the Basic School network for over three years. Two instruments were developed, the Four Priorities of the Basic School: Teacher Perception Instrument to assess implementation of the Basic School framework, and the Dimensions of Principal Leadership Instrument to assess teacher perception of principal effectiveness. Procedure . The entire population of certified staff members in each of the 21 schools affiliated with the Basic School National Network for three or more years was asked to participate in the study. Five hundred eighty-five surveys were mailed out with a return of 327. Eighty percent of the certified teachers from the 14 participating schools returned completed surveys. The data gathered were then subjected to validity, reliability and correlational statistical analyses. Findings. The results of this study indicate that both instruments--the Four Priorities of the Basic School: Teacher Perception Instrument and the Dimensions of Principal Leadership Instrument --are reliable instruments. Each instrument is also strong in convergent validity while showing weakness in construct and discriminant validity. The results of this study establish that there is a relationship between implementation of the Basic School priorities for school renewal and teacher perception of principal effectiveness. However, the attempt to explain the degree to which selected underlying background variables contributed to explaining this relationship was only partially successful.
Download or read book Teachers Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
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.
