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How do Teacher Perceptions of the Six, Essential Professional Learning Community (PLC) Criteria Impact the Effectiveness of a PLC?

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dc.contributor.author Davis, Sharon Lee
dc.date.accessioned 2017-06-01T18:27:24Z
dc.date.available 2017-06-01T18:27:24Z
dc.date.issued 2016-12
dc.identifier.uri http://hdl.handle.net/11414/3272
dc.description.abstract 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. en_US
dc.language.iso en_US en_US
dc.title How do Teacher Perceptions of the Six, Essential Professional Learning Community (PLC) Criteria Impact the Effectiveness of a PLC? en_US
dc.type Other en_US


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