PLCs have been shown to be a promising professional development model in increasing overall student achievement. As a result, schools have turned to implementing Professional Learning Communities (PLCs) as a way to help teachers to collaborate, identify the needs of students, and formulate a plan to address the needs. However, little research has been done on how effective PLCs can contribute to both teacher development and student learning. Examining the experiences of teachers within PLCs is critical because, as a form of professional development, it can be used to help teachers feel supported within school sites which may, in turn, encourage retention rates.
The purpose of this study is to investigate teacher experiences and perspectives about the characteristics of effective PLCs that support their professional growth and commitment at a single urban high school site in Southern California. By examining effective PLC characteristics in this case study site, administrators and secondary school site leaders can benefit from implementing PLCs that focus not only on student learning but also with teacher development. This information can support the effective implementation of PLCs in K-12 districts that also contribute to teacher development and success. Creating effective PLCs can positively affect teacher development that may help deepen their commitment to the school and in return, create sustainable student achievement and teacher growth.
|Commitee:||Gomez, Martin O., Scott, James W.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Keywords:||Professional growth, Professional learning communities, Teacher development, Teacher turnover|
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