Download or read book The Perceptions of Principals and Math Teachers in Successful Comprehensive 5A High Schools on the Role of the Professional Learning Community written by Christie Branson Whitbeck and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As accountability for public schools continues to increase, educators are continually seeking the best practices in order to assure successful academic achievement, particularly in mathematics. This study focused on the popular reform movement of establishing professional learning communities (PLCs) within the schools, and combined it with a frame of reference from the math teaching context. The purpose of this study was to gain the perceptions of principals and math teachers in successful 5A high schools about the role of the professional learning communities in their schools. For several decades, educators have been trained and continue to be trained on the effective use of professional learning communities in all levels of education. Utilizing a PLC concept requires additional efforts by the school leadership and the teachers. By gaining insight into the perceptions of those in the field, the researcher was able to find common themes, analyze them, and develop recommendations for practice and further research. This qualitative research focused on reviews of literature beginning with early reform movements of forty years ago, which spawned the PLC movement to practitioners and researchers today. Participants were selected from highs schools with a Recognized or higher rating by the Texas Education Agency, and that were also acknowledged for their high performance in mathematics. Three large Texas high schools were chosen, and interviews conducted with twelve participants, three principals and nine teachers. The perspective was narrowed to the field of mathematics because this subject continues to be challenging for so many students as reflected on Texas state scores. After analysis of interviews with the three principals and nine math teachers, five common themes emerged from the data. Structure/time, leadership, collaboration, effective components of the PLC, and professional development were analyzed in the findings. It was evident that these educators saw value in the process of working within a professional learning community and advocate the continuation and development of such a work structure within their schools. The perceptions of these participants validated the research found in the literature supporting PLC's as an appropriate school reform strategy.

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 Building Mathematics Learning Communities written by Erica N. Walker and published by Teachers College Press. This book was released on 2012-05-11 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on perceptions, behaviors, and experiences of students at an urban high school—both high and low achievers—this timely book demonstrates how urban youth can be meaningfully engaged in learning mathematics. The author presents a "potential" model rather than a "deficit" model, complete with teaching strategies and best practices for teaching mathematics in innovative and relevant ways. This resource offers practical insights for pre- and inservice teachers and administrators on facilitating positive interactions, engagement, and achievement in mathematics, particularly with Black and Latino/a students. It also examines societal perceptions of urban students and how these affect teaching and learning, policies, and mathematics outcomes.

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 Job embedded Professional Development written by Daniel W. Hartman and published by . This book was released on 2013 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study attempted to identify teacher perceptions of the characteristics and conditions that lead to successful PLC implementation, identify teacher perceptions of the barriers to successful PLC implementation, and to determine how teachers perceive their PLC participation in comparison to traditional professional development endeavors in regards to application of new learning. The study was conducted in a suburban middle school in south central Pennsylvania where teachers had received professional development in the PLC process and had been implementing PLCs for two years. Twenty full time teachers completed a Likert-scale and open-response survey to collect baseline data, and five teachers participated in individual interviews to glean information to answer the research questions. The data collected was carefully analyzed and categorized into emergent themes. Access to resources, leadership support, and positive collegial relationships emerged from the data collected as common themes that related to successful PLC implementation. Conversely, the following themes emerged in relation to barriers that prevent successful PLC implementation: (a) A lack of Leadership Guidance and Focus, (b) a lack of Time, (c) A lack of Trust and Respect, and (d) A lack of Professional Commitment. Finally, the study revealed teachers have a preference for participation in PLC activities as a means of gaining new professional learning, in comparison to traditional professional development activities, when the characteristics and conditions identified as being successful to PLC implementation exist.

Download or read book What Every Principal Needs to Know to Create Equitable and Excellent Schools written by George Theoharis and published by Teachers College Press. This book was released on 2015-04-25 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: School leaders who succeed at creating a high-achieving learning community must also be committed to creating an equitable environment for all students. In this new book, key scholars across the content areas show how to put into practice a commitment to equity and excellence across the Pre-K12 spectrum. Readers learn directly from experts in each of the content domains (literacy, mathematics, science, social studies, music, early childhood, special education, English language learners, world languages, and physical education) how a commitment to social justice and equity can be grounded in core subject areas, why each has a place in the school, and what they need to know and do in each subject area. This book is a critical instructional leadership resource for new and veteran principals who want to see all students succeed. Contributors: Antonio J. Castro, Julie Causton-Theoharis, Virginia Collier, Katherine Delaney, Catherine Ennis, Virginia Goatley, Beth Graue, Rochelle Gutirrez, Kathleen A. Hinchman, Anne Karabon, Christi Kasa, Dave McAlpine, Mitchell Robinson, Victor Sampson, Sherry A. Southerland, and Wayne Thomas

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 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 Principals and Teachers Perceptions in the Degree of Hord s Five Dimensions of PLCs Between High achieving Middle School Professional Learning Communities and High achieving Non PLC Schools written by Mary Lisa Simon and published by . This book was released on 2012 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Professional Community and Professional Development in the Learning centered School written by Judith Warren Little and published by . This book was released on 2006 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides a research-based blueprint for teacher learning, including the goals it can serve, strategic content priorities, and effective approaches or strategies. In "learning-centered" schools - where there is an emphasis on both student and teacher learning - teacher professional communities are the hub of a learning system that focuses on instructional improvement. These communities are strategically linked with various other modes of professional development within and outside the school.

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 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 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 Schools as Professional Learning Communities written by Sylvia M. Roberts and published by Corwin Press. This book was released on 2009 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Build a community in your school and improve learning outcomes with this one-stop sourcebook that features the latest educational issues, new research-based strategies and activities, and more!

Download or read book The Principalship written by Marsha Speck and published by Prentice Hall. This book was released on 1999 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this book is to met the needs of prospective principals who can help schools become learning communities. Each chapter begins with a problem scenario and follows with the knowledge base from which students can develop possible solutions to the problem. Reflective activities are provided at the end of each chapter and give the student an opportunity to extend their learning about concepts explored in the chapter.

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 The Elementary Principal s Role in Professional Development and Learning Communities written by Rachellee Lanett Brown and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: School communities are looking for new and innovative ways to educate children. One effective reform strategy that schools are using to better prepare teachers to meet these needs is the development of professional learning communities. Much of the literature presented in this area focuses on teachers and their growth as collaborative working entities. If done correctly, professional learning communities can allow teachers to have professional dialogue about their teaching styles, student expectations, and learning outcomes (DuFour, 2004). The purpose of this study is to explore the connection between an elementary principal's role in the development of successful professional learning communities. Their role is typically described as creating a cultural learning atmosphere where views, values, and beliefs, are accepted by all, but precisely what that means in practice is not known. Although it has been stated that it is imperative for principals to take an active role in the development of professional learning communities (Lunenberg, 2010), the specific tasks, organization, and procedures have yet to be uncovered (Hord, 1997). Specifically, this study addresses the following questions: 1) What level of participation (frequency and guidance) do principals us when meeting with professional learning communities? 2) Does the level of principal participation have an effect on the success of professional learning communities? 3) What are specific strategies principals use to develop and maintain professional learning communities in their school setting? Data analysis of teacher surveys, teacher interviews, and principal interviews show that professional learning communities can benefit from principals taking a more hands-on approach to leading and guiding learning communities. This study indicates that it is vital for principals to have a more hands-on approach to leading and guiding learning communities through presentations on a regular basis with the school community. Under the principal's precise direction and guidance, meaningful PLC practices can transform schools by encouraging meaningful teacher dialogue to affect teaching practices and enhance student achievement. Data also revealed four types of principal participation in PLCs: Lead Learner, Facilitator, Director/Detailer, or Observer/Consultant.