Professional Learning Communities (PLCs) provide the basis for meeting the challenges and expectations in today's educational environment. Effective PLCs provide the framework for school improvement and ultimately impact student academic success. School leadership is fundamental in this process (Bennis, 2009; Buffum, Mattos, & Weber, 2009; Carter, 2007; Day, Leithwood, & Sammons, 2008: DuFour & Eaker, 1998; Fullan, 2001; Leithwood, Harris, & Hopkins, 2008; Leithwood, Mascall, Strauss, Sacks, Memon, & Yashkina, 2007; Marzano & Waters, 2009; Spears, 2005; Steiner, Hassel, & Hassel, 2008) and the building principal is the central figure. This project explored district-wide implementation of school level PLCs and the role school administration played in implementing a PLC culture. This mixed-methods study examined how district level administrative support helped establish a PLC culture of continuous improvement through quality professional development, role modeling, and observed expectations. Faculty members and administrators from a geographically diverse Eastern Idaho district participated in this PLC research study in an effort to answer the following questions: To what extent are the foundational principles of PLCs established throughout the district? What differences between elementary and secondary schools exist in the implementation of PLCs? What differences in teacher and principal perception exist regarding the implementation of PLC in a building?
|Commitee:||Lancaster, Lawanna, Yamamoto, Julie|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 75/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Districts, K-12 collaboration, Leadership, Professional learning communities, School culture|
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