Influence of Professional Learning Communities on K-8 Teacher Responsibilities

TLDR: 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!