Dissertation/Thesis Abstract

How Do Teacher Perceptions of the Six, Essential Professional Learning Community (PLC) Criteria Impact the Effectiveness of a PLC
by Davis, Sharon Lee, Ed.D., Concordia University Irvine, 2017, 210; 10283132
Abstract (Summary)

Using two case studies this dissertation project examined teacher perceptions of the six essential criteria required for an effective Professional Learning Community (PLC) model: shared vision and goals, collective responsibility, authentic assessment, self-directed reflection, stable setting, and strong school-level administrative support. Specifically, the following three questions were answered in these studies:

1. How do teachers within the professional learning community perceive their community? 2. How effective do teachers perceive the professional learning community when all six of the Essential PLC Criteria are implemented? 3. Is there an increase in students passing their English-Language Arts and mathematics requirements? In graduating from high school ready for career or college?

Representative of two urban schools, these studies presented data from teacher surveys, observations, and interviews – as well as federal, state, and local education agency data – to explore how professional learning communities support student performance. The data showed increases in student achievement in English Language Arts and mathematics, and in graduation rates of high school students after the adoption of the Professional Leaning Community Model.

Indexing (document details)
Advisor: Lampe, Cheryl
Commitee: Doering, Dwight, Jones, Valencia
School: Concordia University Irvine
Department: Education
School Location: United States -- California
Source: DAI-A 78/10(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, School administration, Education philosophy
Keywords: Authentic assessment, Collective responsibility, Self-directed reflection, Shared vision and goals, Stable setting, Strong school level administrative support
Publication Number: 10283132
ISBN: 9781369777154
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