Relevant bibliographies by topics / Professional learning communities (PLC)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Professional learning communities (PLC)'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Professional learning communities (PLC)"

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Moulakdi, André, and Yamina Bouchamma. "Elementary Schools Working as Professional Learning Communities: Effects on Student Learning." International Education Studies 13, no. 6 (May 24, 2020): 1. http://dx.doi.org/10.5539/ies.v13n6p1.

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The professional learning community (PLC) is considered to be an effective school improvement strategy centered on student achievement. The goal of this study was to introduce the PLC approach in a few public elementary schools in Cameroon to evaluate the causal impact of this organizational model on student learning. A quasi-experimental approach was used involving an experimental group and a control group. Student pre- and post-tests were administered in two core subjects (French and mathematics) at both the beginning and the end of the first year of operation as a PLC. Our findings show a significant improvement in the students’ results between the pre- and post-test. The PLC was qualified as being in its initiation stage of development, when members focus on their students’ outcomes and collectively engage in solving the latter’s learning-related difficulties.
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Vanblaere, Bénédicte, and Geert Devos. "The Role of Departmental Leadership for Professional Learning Communities." Educational Administration Quarterly 54, no. 1 (June 28, 2017): 85–114. http://dx.doi.org/10.1177/0013161x17718023.

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Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for teachers’ continuous professional development, it is highly relevant to study how department heads can facilitate PLC characteristics in their department. Research methodology: This study examines how two dimensions of departmental leadership (group- and development-oriented) relate to interpersonal PLC characteristics in departments. Survey data were collected from 248 experienced mathematics and French teachers in 62 departments in secondary schools in Flanders (Belgium). Two multilevel regression analyses were conducted with collective responsibility and reflective dialogue as dependent interpersonal PLC characteristics. We controlled for several demographic teacher variables and structural departmental variables. Findings: Our results nurture optimism about the potential of departmental leadership for interpersonal PLC characteristics. More specifically, teachers who perceive high group-oriented departmental leadership experience more collective responsibility in their department. Furthermore, teachers’ perceptions of both group-oriented and development-oriented departmental leadership are significantly related to the reported frequency of teachers’ reflective dialogues. Implications: This study suggests that department heads play a critical role in facilitating interpersonal PLC characteristics in departments. As a result, department heads need to be carefully selected and adequately supported. As this article is one of the first to offer a quantitative perspective on this matter, it offers an instrument for future studies and informs policy about departmental leadership practices.
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Wen, Qiufang, and Hong Zhang. "Building professional learning communities of foreign language teachers in higher education." Círculo de Lingüística Aplicada a la Comunicación 84 (December 2, 2020): 1–12. http://dx.doi.org/10.5209/clac.72815.

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In recent decades there has been increasing interest in identifying the critical features of effective professional learning communities (PLCs). This identification is useful for evaluating the quality of a PLC, but not for building one. This study aims at describing a conceptual model for developing a new PLC, illustrating its application with an example. The model is explained in terms of four constitutive elements (PARTICIPANTS, OBJECTIVES, MEDIATORS, and MECHANISM), and their interactive relations. The development of a PLC of foreign language teachers (PLC-FLTs) at Beijing Foreign Studies University is used to illustrate how the model can function successfully. The illustration is coupled with a discussion of the PLC’s decades of experience in collective leadership, management of the four elements, and tips for tackling various challenges in keeping the PLC going.
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Ho, Jeanne, Monica Ong, and Liang See Tan. "Leadership of professional learning communities in Singapore schools: The tight–loose balance." Educational Management Administration & Leadership 48, no. 4 (March 27, 2019): 635–50. http://dx.doi.org/10.1177/1741143219833698.

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Purpose This paper presents a study on how professional learning communities (PLC) are developed in an Asian setting, and the nature of leadership that helped to cultivate and sustain PLC in this setting. Research Method The study adopted a sequential mixed method, starting with a survey followed by qualitative case studies, involving focused group discussions (FGDs) and interviews. This paper focuses on findings derived from the qualitative data, triangulated with the survey data. Findings The study raises questions about common assumptions regarding PLC, and shares how Singapore’s unique cultural context mediates and filters Western notion of PLC and of leadership for PLC. The study suggests that leadership for PLC requires a centralised decentralisation approach, which provides clarity and alignment through strategic direction and supporting structures, while simultaneously enabling the distribution of leadership to teachers. The paper also explicates the tensions that arise due to the need to balance a tight–loose approach, and suggests how organisational and inquiry structures can both enable and constrain the distribution of leadership in a PLC. Implications Findings from the study has implications for policy makers and school leaders who are steering PLC initiatives.
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Coenen, Laurien, Wouter Schelfhout, and Annie Hondeghem. "Networked Professional Learning Communities as Means to Flemish Secondary School Leaders’ Professional Learning and Well-Being." Education Sciences 11, no. 9 (September 6, 2021): 509. http://dx.doi.org/10.3390/educsci11090509.

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Whereas Professional Learning Communities (PLCs) are a frequently applied professional learning tool in education, their use is often limited to an application among (a) teachers and (b) within-schools. This article contributes to the nascent research evidence on PLC usage for principal professional learning. As outcomes align with PLCs’ phased development, this article grasps the learning processes that unfold, the catalyst states that emerge and the overarching role that a process coach can adopt in this collective learning effort. Three distinct PLCs comprising of Flemish secondary school principals were systematically observed over the course of one to two years. In interviews and questionnaires, members (n = 14) reported on their experience with PLC activities, group dynamics and their personal professional well-being. Networked learning proved a worthwhile method as positive outcomes of PLC participation were predominantly found in a perceived augmentation of professional well-being and the acquisition of inspiration and ideas. Actual co-construction among principal participants appeared harder to establish as several organisational, group developmental and leadership prerequisites were found to apply. As this study was based on three in-depth case studies, it remains to be confirmed whether its conclusions apply to all school principals in Flanders and can be generalised to their counterparts internationally.
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Wood, Jo Nell, and Abdulmajeed K. Alshammari. "Implementation of Professional Learning Communities (PLCs) (Differences Between Saudi Arabia and the USA)." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 112–22. http://dx.doi.org/10.31578/jebs.v6i2.236.

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Professional Learning Community (PLC) for teachers is one of the trending ways on improving students’ achievement. This article aims at investigating the implementation level of Professional Learning Community (PLC) in the schools of the United States of America and Saudi Arabia, as perceived by teachers. Also, the article evaluates whether there are significant differences on the implementation level based on country, gender, and years of experience. Participants of the study were public school teachers from both countries. To attain the purpose of the study, the descriptive approach was used. Using Means and Standard Deviation (SD), the findings reveal that the level of implementation of PLC in Saudi Arabia was higher compared to the USA. However, by using the T-test and ANOVA, it was revealed that there were no statistically significant differences in the implementation level based on country, gender, and years of experience. Recommendations and suggestions were provided for implementation improvement and future studies. Keywords: Professional Learning Community (PLC), teachers’ professional development, school improvement
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Wan, Sally Wai-Yan. "Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice." ECNU Review of Education 3, no. 4 (November 27, 2020): 694–714. http://dx.doi.org/10.1177/2096531120969988.

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Purpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated in the study. A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice. Findings: Using principal component analysis, three dimensions of PLC engagement were identified: student learning, reflective dialogue, and shared and supportive leadership. Two distinctive PLC engagement profiles were generated based on cluster analysis: high PLC engagement and low PLC engagement. Teachers’ PLC engagement profiles were correlated with their DI practices. Originality/Value: The findings have implications for fostering teacher engagement in PLCs. Increased teacher participation in PLCs has great potential for promoting the use of DI.
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Avidov-Ungar, Orit. "Professional learning communities of teachers: Israeli principals’ perceptions." Journal of Educational Administration 57, no. 6 (November 4, 2019): 658–74. http://dx.doi.org/10.1108/jea-10-2017-0126.

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PurposeThe purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools.Design/methodology/approachIn-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four educational districts participating in a pilot programme to achieve in-service teacher professional development through supported PLCs.FindingsMost of the participating principals considered PLCs to influence not only the teacher-leader, but also PLC members and other teaching staff and processes. Principals perceived PLCs as influencing pedagogical processes for both teachers and students, as well as staff leadership processes. Principals reported facilitating the operation of PLCs in their schools by providing the necessary conditions or participating in PLC meetings.Research limitations/implicationsAlthough nearly 20 per cent of principals involved in the pilot agreed to participate, it was not possible to ensure a representative sample. Self-selection bias cannot be ruled out. Most participants were interviewed individually, with a minority later interviewed as a group to obtain a deeper understanding. Thus, the research should be regarded as exploratory.Originality/valueThe study provides a detailed description of how principals perceive and engage with PLCs. Its findings are relevant to international efforts to understand and leverage teacher PLCs for the purposes of teachers’ professional development and pupil attainment.
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Suwalska, Arleta. "Professional Learning Communities in the Contemporary Basic Education in Finland." Yearbook of Pedagogy 43, no. 1 (December 1, 2020): 81–94. http://dx.doi.org/10.2478/rp-2020-0005.

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Summary In the article I will pay attention to schools as Professional Learning Communities which include: shared values and vision of education, collective responsibility, reflective professional inquiry, collaboration and group, as well as individual, learning. I also analyze trust and respect, closely related to PLC in contemporary Finnish education.
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Benoliel, Pascale, and Chen Schechter. "Is it personal? Teacher’s personality and the principal’s role in professional learning communities." Improving Schools 20, no. 3 (April 21, 2017): 222–35. http://dx.doi.org/10.1177/1365480217703725.

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Research results have provided evidence of the potential contribution that professional learning communities (PLCs) can make to enhance school outcomes. While numerous organizational and cultural aspects of schools have been recognized as key requirements for PLC success, researchers have noted that a teacher’s ability to share knowledge in the context of school learning interactions requires certain skills. Our goal is to extend the theoretical understanding and practical implications of individual factors that may support and/or constrain PLC development. Specifically, we discuss teachers’ personality traits from the big five typology, namely, extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience, as a possible explanation for differences in motivation toward social interactions, knowledge sharing, and the general position of the individual teacher in the PLC network. We also address the principal’s role in promoting the process of knowledge sharing and social relationships in PLCs. Practical implications for school members and principals are suggested.
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Dissertations / Theses on the topic "Professional learning communities (PLC)"

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High, Lisa Gaines. "Elementary Principals' Behaviors and Collaborative Professional Learning Communities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7929.

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Principals need to possess leadership skills and behaviors that help set expectations for collaborative work. The problem in this case study was that little was known about the collaboration-building behaviors principals use that promote effective collaboration between members of the school community. The purpose of this qualitative study was to explore and describe the behaviors principals exhibit when building collaboration through the implementation of Professional Learning Communities (PLCs). The conceptual framework was based on 3 elements: leadership styles and approaches, collaboration, and the implementation of effective PLCs. The primary research question explored how principal behaviors contribute to collaborative professional learning communities. Purposeful sampling was used to recruit 6 elementary principals from a Mid-Atlantic State. Data were collected through semistructured interviews and document review of PLC structures. Data were coded using a Microsoft Word Doc Data Extract tool and analyzed for themes using an inductive process. Emergent themes for building collaboration were identified as leadership traits, vision, time, collaborative structures, culture, and the need for professional learning. Results suggest that shared leadership, vision, collective learning, and supportive conditions influence the effective development of PLCs. As a result, professional learning opportunities are recommended for school leaders on strategies that successfully develop supportive and collaborative structures in schools. Implications for social change are that PLCs may strengthen professional practice in classrooms, schools, districts, and communities.
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Mory, Joan Ann. "Teacher Leaders' Perceptions of Professional Learning Communities in Middle Schools." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7044.

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While much is known about the benefits of professional learning communities as supportive structures for teaching teams to work together to increase student learning opportunities, team development requires strong administrators and teacher leaders. The purpose of this study was to explore teacher leaders' perceptions of the strengths and weaknesses of professional learning communities in the middle school setting. With a foundation in constructivist and organizational learning theories, differences in teacher leaders' perceptions were investigated based on gender, number of years teaching at the schools, and number of years on the school leadership team. Within a nonexperimental, quantitative research design, 380 participants were invited and 127 responded to the Professional Learning Communities Assessment-Revised (PLCA-R) survey. A t test for independent samples was used to examine gender differences, and one-way ANOVAs were used to analyze differences in perceptions based on number of years teaching and number of years on the school leadership team. The results revealed no statistically significant differences for any of the variables on any of the PLCA-R domains, but there was a statistically significant difference (p = .013) in the PLCA-R overall scores for years of teaching experience. The information from these overall scores reflects a strong relationship between the number of years teaching, either 6-10 or 11+, and the domains in the survey. Results of this study add to the research on middle school professional learning communities and may contribute to positive social change by providing information on the perceived strengths and weaknesses that exist in professional learning communities.
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Steger, Melissa. "Perceptions of Principal Behaviors Associated with Effective Implementation of Professional Learning Communities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5131.

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The problem addressed in the study was the ineffectiveness of professional learning community (PLC) implementation at some secondary campuses in an urban school district despite extensive professional development (PD) provided for principals. The purpose was to investigate perceptions of principals and teachers regarding principal leadership behaviors that contributed to implementing and leading effective PLCs. Researchers have established that effectively managed PLCs positively affect student achievement. The guiding research questions examined the leadership styles, behaviors, and characteristics of principals leading effective PLCs. The conceptual framework was Hord's 5 characteristics of an effective PLC. Using an exploratory case study design, perceptions of 9 teachers and 2 principals were investigated through open-ended surveys and interviews, respectively. Participant inclusion criteria were membership in and presence during the implementation of 2 secondary PLCs which were selected based on evidence of Hord's 5 characteristics. Emergent coding was used to analyze the data and find themes relevant to leading effective PLCs, including participating in and developing PLC expectations and structures, effective 2-way communication with teachers, and teacher empowerment. All themes emerging from the results were components of a transformational leadership style found to be effective in leading PLCs. The resulting project was a PD program for principals to develop implementation plans and intentional behaviors for themselves that will enable them to implement and sustain effective PLCs. This study has the potential to promote positive social change by providing structures for principals to promote teacher growth through PLCs that enhance the quality of education for students which minimizes the effects of cultural and circumstantial differences.
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Daly, Elizabeth Ann. "Teacher Perceptions of Professional Learning Communities' Impact on Math Critical Thinking Pedagogy." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4962.

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U.S. educational leaders struggle with declining mathematics achievement among students as compared to other countries. The problem for this study was low standardized mathematics scores in one district in a major city in the Southwestern United States. The purpose of this sequential explanatory mixed method project study was to analyze the effectiveness of professional learning communities (PLCs) on the mathematics critical thinking pedagogy among teachers in 2 elementary schools. The conceptual framework focused on work by Olivier, Hipp, Huffman, and Hord on the efficacy of PLCs for improving teacher pedagogy. Research questions addressed in this study were designed to explore teachers' perceptions of PLCs according to Olivier, Hipp, and Huffman's 6 professional learning characteristics for improving math critical thinking pedagogy, as well as the efficacy of the structure of the PLCs. Data were obtained via open-ended interviews and focus groups, and employed descriptive analysis using grounded theory where conceptual categories emerged from the survey data. Likert scale data were also gathered via a survey, which was triangulated to form conclusions regarding the research questions. Key findings indicate that teachers perceive PLCs positively; however, they indicated the need for more time and administrative support for mathematics PLCs. The project that resulted from this research is a PLC professional development session that guides schools' mathematics PLCs and addresses critical thinking pedagogy and the need for school and district support for mathematics PLCs. Social change may result by improving teachers' mathematics critical thinking pedagogy and giving students mathematics instruction needed to compete in a global economy.
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Bridges, Vicki Mashelle. "Mathematics Teacher Perceptions of Lesson Design, Data Reflection, and Achievement in Professional Learning Communities." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6529.

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In a north Texas school district, district administrators were concerned that mathematics scores at the target middle school have fallen below the state average since 2010. Despite professional development (PD) provided by the district, administrators believed that teachers were not using professional learning community (PLC) data reflection practices to improve mathematics performance. The purpose of this qualitative case study was to explore middle school teachers' as well as the administrative dean's perceptions of the levels of depth regarding teacher dialogue and collaboration related to mathematics instruction, classroom delivery strategies, data analysis of student performance, and lesson design within PLCs. The conceptual framework for this study centered on the characteristics of Senge's learning organization theory, Hord's PLC characteristics, and DuFour's model of collaboration for improving student achievement within PLCs. Six participants from the target school included 5 Grade 7 mathematics teachers and 1 administrative dean. Data were triangulated from interviews, observations, and archival documents and analyzed using comparative and inductive analyses. Themes supporting the findings indicated the teacher need for additional PD in the areas studied. Recommendations in the position paper include the evaluation of PLCs. The resulting project may deepen understanding of PLC needs related to data discussion, lesson planning, and may contribute to PLC or PD policy-related changes in the district. Enactment of the recommendations will improve PLC implementation strengthening teachers' collaboration and instructional skills resulting in positive social change and increased student mathematics performance.
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Stewart, Courtney D. "A Multidimensional Measure of Professional Learning Communities: The Development and Validation of the Learning Community Culture Indicator (LCCI)." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1981.

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Because of disunity among prominent professional learning community (PLC) authors, experts, and researchers, the literature was studied to develop a ten-element model that represents a unified and reconceptualized list of characteristics of a PLC. From this model, the Learning Community Culture Indicator (LCCI) was developed to measure professional learning community (PLC) implementation levels based on the ten-element model. Exploratory and confirmatory factor analyses were performed to determine the structural validity of the LCCI. Factor analyses provided successful levels of fit for the models tested in representing the constructs of the LCCI. Reliability measures also indicated high levels of internal consistency among the responses to the survey items. Although some items and elements had moderate levels of fit and need additional revisions and validity testing, the LCCI produced substantial evidence that this survey was a valid and reliable instrument in measuring levels of PLC implementation across the ten elements. Because this research validated the LCCI, school leaders can implement, monitor, and diagnose elements of PLCs in their schools. The LCCI also provides a method in which future research can be conducted to empirically support the influence of PLCs and student achievement. Potential uses and recommendations for further research and consideration are presented. A call for more empirical research is made in connecting the PLC reform model to improved student learning. The theory of PLC is at a point of substantiation and growth. The LCCI is recommended as potential tool for studying and facilitating the implementation of PLCs in schools.
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Tinsley, Laurie Huffman. "District Leadership Supporting PLC Implementation in a Rapid Growth District." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955053/.

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A growing body of work has emerged regarding the responsibilities required of district leaders in establishing plans that initiate and create conditions for sustainability of continuous improvement achieved through a systemic reform structure such as professional learning communities. However, limited research exists in respect to sustaining cultures of continuous improvement in rapid growth districts. Rapid growth districts can be described as school systems, which construct and open multiple campuses annually. The underlying premise of this study considered how humans interact with one another within a rapidly changing professional organization. Change theory, professional capital, organizational learning theory, and system reform emerge as the conceptual framework in this study of district support of professional learning communities. Data collection for this qualitative descriptive case study included interviewing six K-12 principals, administering the PLCA-DS survey to 247 K-12 staff members, and document review. Recognition of the importance of the PLC framework, building capacity, development of collaborative culture, and issues resulting from constant change due to rapid growth were the four themes generated by the participants to support continuous improvement in a rapid growth district. The four themes combined with the components of the conceptual framework outline how district leaders in a rapidly changing environment cultivate a process leading to system-wide improvement.
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Bennett, Carrie. "Communication, Collaboration, and Concern Between Elementary School Teachers: Unlocking the Positive Potential of Conflict." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19250.

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Collaboration is touted as a solution to modern challenges in education, but the difficulties of establishing truly collaborative communities are many. From a conflict-resolution lens, collaboration requires both assertiveness and cooperation (high preference for both completing tasks and maintaining relationships). This study uses surveys and interviews to explore the ways that teachers balance task and relationship orientations in resolving conflict between themselves and the impact that teachers’ behaviors while in conflict have on collaboration. Specifically, this study examines the role that trust, relationships, and process norms play in encouraging collaborative behaviors. Results suggest that teachers’ perceived ineffectiveness with conflict resolution and the fear of damaging relationships discourage open communication. Consequently, focusing on trust and relationship building does little to promote authentically collaborative exchanges. Instead, the perception of available time and a familiar process for raising concerns with colleagues are more likely to promote open communication and more authentic collaboration.
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Jamar, Jacye. "District Support: Strategies for Building Capacity in Elementary Principals in a Rapid Growth District." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862745/.

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The purpose of this descriptive case study was to examine the role of the central office staff and the strategies used to support capacity building in elementary principals in a rapid growth district. By synthesizing research and models from education reform scholars, the conceptual framework of professional capital, intrinsic motivation, the educational change process, and professional learning communities was generated to advance the understanding of utilizing PLCs as a foundation for central office to initiate and sustain continuous improvement in a rapid growth district. The Professional Learning Community Assessment - District Support developed by Olivier, Huffman, and Cowan was administered to 126 participants within the curriculum and instruction department and three elementary schools to collect data to analyze the five dimensions of PLCs within the school district. Eleven interviews were conducted with members of the curriculum and instruction department and elementary principals. According to the eleven interviewees, and PLCA-DS, six themes emerged to support the role of capacity building in elementary principals using the PLC model as a framework. The PLC infrastructure, supportive central office, collaborative culture, continuous improvement, differentiated opportunities to learn, and data use were the six themes generated by the participants to support continuous improvement in elementary principals. Each of the five PLC dimensions were visible throughout the themes as the findings illustrated six key practices currently in motion within the rapid growth school district used to build capacity in elementary principals.
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Porter, Cindra K. "Planning to co-teach with ELL teachers: how discourse positions teachers within professional learning communities." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6250.

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This purpose of this single case study was to describe the discursive practices of an ELL teacher and a general education teaching in a co-teaching PLC setting. With the increased use of co-teaching as an approach to English language development supports, it is vital to gain a better understanding of how teachers plan to support the academic learning of English learners, and what language they use in these interactions. This study implemented a qualitative research design based in grounded theory and positioning theory. The results of this study found that the discursive practices of co-teachers were based in the content of topics, the method of discursive interactions, and their previous experiences in co-teaching that formed their interactions.
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Books on the topic "Professional learning communities (PLC)"

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Parry, Graham, and Wight Matt, eds. Making teamwork meaningful: Leading progress-driven collaboration in a PLC. Bloomington, IN: Solution Tree Press, 2013.

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Professional learning communities by design: Putting the learning back into PLCs. Thousand Oaks, Calif: Corwin Press, 2011.

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The five disciplines of PLC leaders. Bloomington, IN: Solution Tree Press, 2012.

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R, Larson Matthew, ed. Common core mathematics in a PLC at work: Leader's guide. Bloomington, IN: Solution Tree Press, 2012.

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Perry, Soldwedel, and Many Thomas W, eds. Aligning school districts as PLCs. Bloomington, IN: Solution Tree Press, 2011.

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Hansen, Aaron. How to develop PLCs for singletons and small schools. Bloomington, IN: Solution Tree Press, 2015.

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Johnson, Marc. How to coach leadership in a PLC. Bloomington, IN: Solution Tree Press, 2015.

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How to use digital tools to support teachers in a PLC. Bloomington, IN: Solution Tree Press, 2015.

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The practice of authentic PLCs: A guide to effective teacher teams. Thousand Oaks, Calif: Corwin Press, 2011.

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Common core mathematics in a PLC at work: High school. Bloomington, IN: Solution Tree Press, 2012.

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Book chapters on the topic "Professional learning communities (PLC)"

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Hairon, Salleh, Catherine S. K. Chua, and Diwi Abbas. "Professional Learning Communities." In Springer Texts in Education, 107–22. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_7.

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Mertler, Craig A. "Professional learning communities." In Action Research Communities, 31–50. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315164564-3.

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Fletcher, Margaret. "Professional Learning." In Professional Learning in Higher Education and Communities, 41–75. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137455185_2.

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Bolam, Ray. "Professional Learning Communities and Teachers' Professional Development." In Teaching: Professionalization, Development and Leadership, 159–79. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8186-6_10.

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Brodie, Karin. "Professional Learning Communities in Mathematics Education." In Encyclopedia of Mathematics Education, 693–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_130.

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Tshiningayamwe, Sirkka, and Zintle Songqwaru. "Towards Professional Learning Communities: A Review." In Schooling for Sustainable Development in Africa, 259–73. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45989-9_19.

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Brodie, Karin. "Professional Learning Communities in Mathematics Education." In Encyclopedia of Mathematics Education, 501–5. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_130.

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Williams, Judy. "Identity and Learning within Communities of Practice." In Constructing New Professional Identities, 25–40. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-260-0_4.

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McCluskey, Trish. "The Leadership Link: A Hybrid Professional Learning Network for Learning and Teaching Leaders." In Communities of Practice, 329–46. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2879-3_15.

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Humada-LudekeCarlos, Amalia. "Developing the Model for the Administrators’ PLC." In The Creation of a Professional Learning Community for School Leaders, 43–79. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-320-1_4.

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Conference papers on the topic "Professional learning communities (PLC)"

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García García, Irene, and Marian de la Morena Taboada. "PROFESSIONAL LEARNING COMMUNITIES: A LITERATURE REVIEW." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0220.

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Ibáñez-Cubillas, Pilar, Fernanda Nogueira, and María-Jesús Gallego-Arrufat. "PROFESSIONAL DEVELOPMENT THROUGH SOCIAL NETWORK COMMUNITIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1612.

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Keown, Paul. "Quality discussion in web-based learning communities: Evidence from teacher professional learning communities." In 2010 International Conference on Information Society (i-Society 2010). IEEE, 2010. http://dx.doi.org/10.1109/i-society16502.2010.6018796.

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Gasson, Susan, and James Waters. "Framing Situated Professional Knowledge in Online Learning Communities." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2019. http://dx.doi.org/10.24251/hicss.2019.007.

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Dautova, O. B. "Professional Learning Communities Of Teachers As Reflexive Practice." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.12.

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Berger, Marie Josee, and Renee Forgette-Giroux. "Framework for long-life Education: Professional learning communities." In 2010 International Conference on Education and Management Technology (ICEMT). IEEE, 2010. http://dx.doi.org/10.1109/icemt.2010.5657550.

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Furqon, Ahmad, Aan Komariah, Djaman Satori, and Asep Suryana. "The Existence of Schools as Professional Learning Community (PLC)." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.1.

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Slattery, Darina M., and Yvonne Cleary. "Use of collaboration assignments to support online learning communities." In 2017 IEEE International Professional Communication Conference (ProComm). IEEE, 2017. http://dx.doi.org/10.1109/ipcc.2017.8013970.

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Heggen, Kaare, Finn Daniel Raaen, and Kirsten Thorsen. "PLACEMENT SCHOOLS AS PROFESSIONAL LEARNING COMMUNITIES IN TEACHER EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1200.

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Heap, Rena. "DEVELOPING LECTURERS’ DIGITAL COMPETENCE AND CONFIDENCE THROUGH PROFESSIONAL LEARNING COMMUNITIES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1361.

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Reports on the topic "Professional learning communities (PLC)"

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Draper, Daniel. Guiding the Work of Professional Learning Communities: Perspectives for School Leaders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1822.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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Abstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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