Influence of Professional Learning Communities on K-8 Teacher Responsibilities
TL;DR: Martello et al. as mentioned in this paper conducted a qualitative case study to determine the influence of professional learning communities on the four domains of teacher responsibilities: preparation, classroom environment, teaching, and professional duties.
Abstract: Influence of Professional Learning Communities on K-8 Teacher Responsibilities by Kristen Lynn Martello MA, New Jersey City University, 2006 BS, Pennsylvania State University, 1998 Doctoral Study Submitted in Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2018 Abstract Professional learning communities (PLCs) were established in a local suburban school district in 2010; however, since their inception, the value of the program has not been determined. In a K-8 school district, a qualitative case study was conducted to determine the influence of PLCs on the 4 domains of teacher responsibilities: preparation, classroom environment, teaching, and professional duties. The conceptual framework was based on Bandura’s social learning theory and Danielson’s framework for teaching. The research questions focused on how teacher participation and the allotment of time in a PLC, and the structure of a PLC, influence teacher classroom responsibilities. Data collected included interviews, written narratives by teachers, and a review of formative assessment documents. The participants were 5 teachers, selected through a purposeful sampling of teachers from across the grade levels of kindergarten to Grade 8, who had actively participated in a PLC for a minimum of 1 year. The data was analyzed to determine themes. The findings confirmed that PLCs allow for the exploration of ideas within a small group and that professional development is necessary to develop PLCs that influence teacher responsibilities in all 4 domains by Danielson. Based on the findings and supporting literature, a 3-day workshop was developed to provide teachers with an improved understanding of PLCs and how they can support teachers in implementing appropriate instructional practices for all students. This effort may result in a collaborative school culture for teachers and significant improvement in student achievement due to the recurring cycles of collective inquiry.Professional learning communities (PLCs) were established in a local suburban school district in 2010; however, since their inception, the value of the program has not been determined. In a K-8 school district, a qualitative case study was conducted to determine the influence of PLCs on the 4 domains of teacher responsibilities: preparation, classroom environment, teaching, and professional duties. The conceptual framework was based on Bandura’s social learning theory and Danielson’s framework for teaching. The research questions focused on how teacher participation and the allotment of time in a PLC, and the structure of a PLC, influence teacher classroom responsibilities. Data collected included interviews, written narratives by teachers, and a review of formative assessment documents. The participants were 5 teachers, selected through a purposeful sampling of teachers from across the grade levels of kindergarten to Grade 8, who had actively participated in a PLC for a minimum of 1 year. The data was analyzed to determine themes. The findings confirmed that PLCs allow for the exploration of ideas within a small group and that professional development is necessary to develop PLCs that influence teacher responsibilities in all 4 domains by Danielson. Based on the findings and supporting literature, a 3-day workshop was developed to provide teachers with an improved understanding of PLCs and how they can support teachers in implementing appropriate instructional practices for all students. This effort may result in a collaborative school culture for teachers and significant improvement in student achievement due to the recurring cycles of collective inquiry. Influence of Professional Learning Communities on K-8 Teacher Responsibilities by Kristen Lynn Martello MA, New Jersey City University, 2006 BS, Pennsylvania State University, 1998 Doctoral Study Submitted in Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2018 Acknowledgments I would like to acknowledge my parents for teaching me the importance of believing in myself and never giving up. My mother taught me the importance of staying positive, always seeing the best in others and myself, and praising all that I set out to do. To my father, who has always been my inspiration to reach my goals. To Matthew, my husband, for his encouragement and to Griffen, Corrine, and Brian, my three children, who understood how important the completion of my doctoral journey would be to me. Thank you for your support and making sure I made it to the completion of this goal!
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Cites background from "Influence of Professional Learning ..."
...Martello (2018) followed a qualitatively designed case study to identify the effect of professional learning communities on the domains of educators’ responsibility, which were preparation, teaching, learning environment and professional commitments....
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References
1,615 citations
"Influence of Professional Learning ..." refers background or methods in this paper
...15 widespread confidence, enthusiasm, and optimism (Danielson, 2011)....
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...The four domains of the framework are divided into 22 components which further define the domains and provide a comprehensive framework (Danielson, 2011)....
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...Domain 3: Instruction Domain 3 is the core of the framework which describes the critical work teachers do to bring learning to life (Danielson, 2011)....
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...In this qualitative case study, I sought to determine how a teachers’ involvement in a PLC influences teacher responsibilities using Danielson’s (1996) framework for teaching, which includes the four domains of, preparation, the classroom environment, teaching, and professional duties....
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...Danielson (2011) stated, “A framework for teaching offers educators a means of...
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1,488 citations
"Influence of Professional Learning ..." refers background in this paper
...Lemov (2015) provided strategies to assist teachers in supporting their responsibilities within the classroom specifically in the domains of classroom environment and instruction. Development of the adult learning theory topic, which will be provided to participants, includes resources from peer-reviewed journal articles based on the work of Bandura as well as two additional books. The journal articles by Bandura demonstrated the effects of social interactions. The conclusions of Bandura’s (1973, 1983) work showed social interaction can adapt perceptions, attitude, and self-efficacy and how forethought can enhance the social interactions. The first book by the National Academy Press (2000), offered insight on the process of learning....
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...Lemov (2015) provided strategies to assist teachers in supporting their responsibilities within the classroom specifically in the domains of classroom environment and instruction....
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...The second book by Knowles, Holton, and Swanson (2012) provided ideas on tailoring education for adult learners....
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...61 Knowles’ (1975) theories suggested that learners are self-directed....
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...61 Knowles’ (1975) theories suggested that learners are self-directed....
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836 citations
"Influence of Professional Learning ..." refers background or methods in this paper
...Such assessments also lead to developing what to do when they haven’t learned the intended outcome (DuFour et al., 2010)....
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...8 resulting in increased student achievement (DuFour et al., 2010)....
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...PLC team norms should also consider timeframes, how to encourage and support listening without interruption, maintaining confidentiality, how to reach consensus, and the level of participation and expectations from each member during each meeting (DuFour et al., 2010)....
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...A critical component of the PLC process is to embed time within the daily structure for PD and teacher collaboration (DuFour et al., 2010)....
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...DuFour et al. (2010), created a handbook which is a powerful tool for teachers to gain insights into the essential components of a PLC. Sections of the handbook will be provided to teachers attending 92 the workshop in order to allow teachers to take notes and engage with the essential material…...
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536 citations
"Influence of Professional Learning ..." refers background or methods in this paper
...DuFour et al., (2010) created a handbook which is a powerful tool for teachers to gain insights into the essential components of a PLC. Sections of the handbook will be provided to teachers attending the workshop in order to allow teachers to take notes and engage with the essential material during the training. Lindsey, Jungwirth, Pahl, and Lindsey (2009) provided an understanding on embracing the differences within others....
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...DuFour et al., (2010) created a handbook which is a powerful tool for teachers to gain insights into the essential components of a PLC....
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...The following resources were used for the development of the PD focused on the foundation of a PLC: Graham and Ferriter (2010), which provides the foundation on how to establish PLCs....
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...The following resources were used for the development of the 3-day PD focused on the foundation of a PLC: Graham and Ferriter (2010), which provided the foundation on how to establish PLCs....
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...The following resources were used for the development of the 3-day PD focused on the foundation of a PLC: Graham and Ferriter (2010), which provided the foundation on how to establish PLCs....
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56 citations
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