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Author: Danielle Shaw Robertson Publisher: ISBN: Category : Collective Teacher Efficacy Instrument Languages : en Pages : 262
Book Description
The dissertation was designed to describe the relationship of collective teacher efficacy to the phases of professional learning communities (PLC) in a rural school district in the southern piedmont region of North Carolina. (1) Background and Method. Limited research exists in the area of collective teacher efficacy and its relationship to professional learning communities, especially related to the phases of development conceptualized by J.B. Huffman and K.K. Hipp 2003 (book entitled Reculturing Schools as Professional Learning Communities) in their Professional Learning Community Organizer. The researcher gathered baseline data regarding the teachers' perceptions of their schools' functioning as professional lkearning communities from the North Carolina Teachers' Working Conditions Survey given in the spring of 2010. The Professional Learning Community Assessment and Collective Teacher Efficacy Instrument (CTE) were administered in the fall to 26 schools within the district. Using this information, the researcher conducted statistical analyses to determine the relationships between professional learning communities and collective teacher efficacy and the relationships between the specific phases of development (initiation, implementation, and institutionalization) of a PLC and collective teacher efficacy. (2) Findings. According to the results of this study, the five dimensions of the PLC have been shown to have some positive, significant relationships with CTE especially at the elementary level. The educators within this district should seek to continue developing their PLCs at every level to build collective teacher efficacy and to sustain a culture conducive to continued reform.
Author: Danielle Shaw Robertson Publisher: ISBN: Category : Collective Teacher Efficacy Instrument Languages : en Pages : 262
Book Description
The dissertation was designed to describe the relationship of collective teacher efficacy to the phases of professional learning communities (PLC) in a rural school district in the southern piedmont region of North Carolina. (1) Background and Method. Limited research exists in the area of collective teacher efficacy and its relationship to professional learning communities, especially related to the phases of development conceptualized by J.B. Huffman and K.K. Hipp 2003 (book entitled Reculturing Schools as Professional Learning Communities) in their Professional Learning Community Organizer. The researcher gathered baseline data regarding the teachers' perceptions of their schools' functioning as professional lkearning communities from the North Carolina Teachers' Working Conditions Survey given in the spring of 2010. The Professional Learning Community Assessment and Collective Teacher Efficacy Instrument (CTE) were administered in the fall to 26 schools within the district. Using this information, the researcher conducted statistical analyses to determine the relationships between professional learning communities and collective teacher efficacy and the relationships between the specific phases of development (initiation, implementation, and institutionalization) of a PLC and collective teacher efficacy. (2) Findings. According to the results of this study, the five dimensions of the PLC have been shown to have some positive, significant relationships with CTE especially at the elementary level. The educators within this district should seek to continue developing their PLCs at every level to build collective teacher efficacy and to sustain a culture conducive to continued reform.
Author: Kyra Lee Rhyne Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 129
Book Description
The purpose of this study was to describe teacher perceptions of the effects of Professional Learning Communities (PLCs), as designed by common planning of core subjects among high school teachers, on teacher efficacy in the public schools of North Georgia. The study sought to answer the following research questions: (1) Is there a difference in teacher selfefficacy as measured by the Teacher's Sense of Efficacy Scale (TSES) between high school teachers who participate in Professional Learning Communities linked with the organizational structure of common core planning and those who do not? and (2) What differences exist among teachers' description of the effects of common core planning on their teaching practices and on their self-efficacy? The first question was answered using the TSES. The second research question was answered through interviews with a purposefully selected sample of teachers. This research used mixed methods. Survey and interview data exploring teacher's educational experience in Professional Learning Communities designed with and without common core planning were collected. Survey results provide evidence of a positive relationship between classroom related components of teacher efficacy and Professional Learning Communities linked with the organizational strategy of common core planning among the unit of analysis--the teachers. This study added to the existing body of knowledge about the use of Professional Learning Communities in high schools. Implications for researchers, policy analysis, and practitioners were identified.
Author: Shirley M. Hord Publisher: Corwin Press ISBN: 1452294259 Category : Education Languages : en Pages : 185
Book Description
"Hord is the originator of the triple-headed concept of professional learning communities. Sommers is an experienced administrator and past president of the National Staff Development Council. With the authors′ extensive backgrounds in educational evaluation and the implementation of school change and development, they are uniquely equipped to delineate and defend a particular vision of professional learning communities that has educational depth, professional richness, and moral integrity." —From the Foreword by Andy Hargreaves "The most important volume available to help principals undertake the challenging yet exhilarating work of building true communities of professional learning." —Joseph Murphy, Professor Vanderbilt University "The book does not gloss over the challenges that leaders will encounter. The authors draw upon rich research evidence and personal experiences and offer many practical, proven change strategies. This is a valuable resource for any educational leader who wishes to become a ′head learner.′" —Arthur L. Costa, Professor Emeritus California State University, Sacramento "Hord and Sommers create a powerful bridge between the research base on PLCs and practitioner knowledge and action. The book′s dual focus on principles and ′rocks in the road′ provide a grounded basis for school leaders. A dog-eared copy should be in every principal′s office and in every professional developer′s tool kit." —Karen Seashore Louis, Rodney S. Wallace Professor University of Minnesota, Minneapolis "The authors′ rationale and suggestions will resonate because they come from experience and great insight. The bottom line remains steadfast for these two distinguished educators: you implement a PLC so that teachers learn and students achieve. This text will help educators reach toward that compelling vision." —Stephanie Hirsh, Executive Director National Staff Development Council Imagine all professionals in all schools engaged in continuous professional learning! Current research shows a strong positive relationship between successful professional learning communities and increased student achievement. In this practical and reader-friendly guide, education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal′s critical role in the development of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in developing a PLC that supports teachers and students. The authors cover building a vision for a PLC, implementing structures, creating policies and procedures, and developing the leadership skills required for initiating and sustaining a learning community. Each chapter includes meaningful quotes from the field, "rocks in the road" and ways to overcome them, examples from real PLCs, and learning activities to reinforce chapter content. The text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement Discover how you can grow a vital community of professionals who work together to increase their effectiveness and strengthen the relationship between professional learning and student learning.
Author: Arnold Jeffrey White Publisher: ISBN: Category : Languages : en Pages : 202
Book Description
The Professional Learning Community (PLC) has increasingly gained worldwide acceptance as a research- based approach to professional development for educators. Benefits of the PLC are touted by many researchers who also identify the challenges to authentic implementation of the PLC model. This action research explored teachers' perceptions of the Professional Learning Community. Data sources for this research included an anonymous online survey, in-depth one-on-one interviews and a focus group. Study participants were elementary school teachers of grades five through eight who participated in horizontal professional learning communities for at least one year. Research questions providing the framework for this study were (1) To what extent do teachers think professional learning communities have impacted classroom instruction? (2) What do teachers perceive to be the greatest challenges to effective implementation of professional learning communities? and (3) What do teachers perceive to be the greatest benefits of professional learning communities? Data from these multiple sources indicate that teachers believe that the professional learning community is a viable method of professional development that produces sustainable and positive results for teachers and students. Teachers participating in this study identified numerous benefits of the professional learning community, the most significant being collaboration and knowledge-sharing. Participants believe that the work they do in professional learning communities has impacted classroom instruction and the culture of the school. Challenges to implementation of professional learning communities stem from scheduling issues and time conflicts. Other key themes emerged from the data. For example, teachers believe that they have improved as teachers and consequently, student achievement has improved as a result of PLCs. Teachers working in PLCs share a collective responsibility for pupil learning. Teachers also believe that a school should implement and maintain both vertical and horizontal PLCs. Teachers reported that PLCs fostered better relationships between teachers and administrators and that leadership at the building level impacts the fidelity of a PLC. One other important theme is that relationship building and trust are essential components of a highly functional professional learning community.
Author: Brandis M. Genenbacher Publisher: ISBN: Category : Academic achievement Languages : en Pages : 254
Book Description
The mixed-methods convergent design case study examined the impact the Professional Learning Community (PLC) model had on student achievement as well as Collective Teacher Efficacy (CTE). The problem this study addressed is students in the United States of America are underachieving in academics compared to other first-world countries (Desilver, 2017). Collective Teacher Efficacy has the highest impact on student achievement (Visible Learning Plus, 2019), leaving educators to find ways to create CTE in schools. The purpose of this mixed-methods study was to determine if the implementation of the PLC model increased student achievement in the area of mathematics, as well as impacted CTE in one elementary school setting. The review of literature includes a brief overview of the student achievement epidemic facing the United States of America, the foundation of the Professional Learning Community model and its impact on student achievement, and how the PLC model is related to characteristics of creating CTE. In this study, one cohort group of staff and students were examined over the course of three years. The researcher used quantitative data collected from student state achievement scores to conduct a paired-sample t-test to determine if there was a statistically significant difference in student achievement scores post implementation of the PLC model. In addition, the researcher used quantitative data collected from staff survey data to conduct a two proportion Z test to determine if there was a statistically significant difference in teacher self-rated Likert scale surveys focused on teacher efficacy, staff satisfaction, and supportive environment, post implementation of the PLC model. The qualitative study examined teacher perceptions of CTE collected through individual interview data and analysis. The researcher of the study determined the implementation of the PLC model had a positive impact on student achievement and increased the teacher perception of collective efficacy.
Author: Jared Timothy Pierce Publisher: ISBN: 9780355098297 Category : Dissertations, Academic Languages : en Pages : 98
Book Description
"Initiated by a concern regarding teacher efficacy, professional development and collaboration, the relationship between Professional Learning Communities (PLCs) and the development of teacher self-efficacy was examined. A cohort of seven elementary school teachers participated in PLC structures and activities over a six-month period. Cohort and 17 non-cohort staff participated in a pre- and post-study whole-staff teacher efficacy survey. Cohort participants participated in an additional cohort-only pre- and post-study teacher efficacy survey. Cohort participants were interviewed post-study. Triangulation of survey data and interview data revealed that PLC activities significantly raised cohort participants' perceptions of their efficacy while non-cohort participants' perceptions of their respective efficacy decreased. Recurring themes in interview responses indicated that cohort participants valued collaboration and a deeper use of data to drive instruction. By comparison, cohort participants' efficacy surpassed their counterparts' efficacy. Overall, this study suggests that PLCs can be effective in increasing teacher self-efficacy."--Abstract, p. 1.
Author: Coryn Elizabeth Prince Publisher: ISBN: Category : Professional learning communities Languages : en Pages : 111
Book Description
This qualitative case study examined the effect of PLCs on teacher self-efficacy, and whether the type of PLC structure on each campus affected efficacy. The overarching research question that guided the study was, to what extent does perceived teacher self-efficacy change as a result of the practice of PLCs? Participants were selected using purposive and convenience sampling. Ten teachers and two principals on two different campuses participated in teacher focus groups and one-on-one principal interviews, respectively. The available literature on the topics of professional development, professional learning, teacher collaboration, and teacher self-efficacy yielded the discovery that collaborative practices can be used to improve a school and/or district or used to enhance positive practices that already occur. This study adds to the body of research as it develops the area of teacher efficacy and influence of PLCs. Using the coding software, NVivo, focus group data were coded into themes and further comparisons were made with categories derived and saturated until conclusions were drawn. The data show teacher self-efficacy increases as a result of PLCs when teachers are able to experience positive feedback from teammates, shared leadership, trust and honesty, and a freedom to fail. For those teachers who are not on a campus where PLCs are present, the data suggest they created their own PLCs as the need arose. These teachers experienced all of the same benefits of those teachers on a campus where a formal PLC structure exited; however, their stress level was higher.
Author: Timothy D. Kanold Publisher: Solution Tree Press ISBN: 193554344X Category : Education Languages : en Pages : 306
Book Description
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
Author: Danielle Shaw Robertson
Author: Danielle Shaw Robertson
Author: Mark Johnson
Author: Kyra Lee Rhyne
Author: Shirley M. Hord
Author: Arnold Jeffrey White
Author: Brandis M. Genenbacher
Author: Katie Thompson Bailey
Author: Jared Timothy Pierce
Author: Coryn Elizabeth Prince
Author: Timothy D. Kanold