scholarly journals High School Professional Learning Communities: A Multiple Case Study

2017 ◽  
Author(s):  
John Baran
Keyword(s):  
High School ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Multiple Case Study ◽  
Multiple Case

scholarly journals The role that distributed leadership plays in the implementation of professional learning communities

2014 ◽  
Author(s):  
◽  
Nicholas Alan Goos
Keyword(s):  
Elementary Schools ◽  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning ◽  
Multiple Case Study ◽  
Distributive Leadership ◽  
Multiple Case

The purpose of this study was to focus on distributing leadership activities of an elementary school through a diverse group of stakeholders in the implementation of a Professional Learning Community (PLC). This investigation was guided by the theory of distributive leadership (Gronn, 2002; Spillane, Halverson and Diamond, 2001) and the impact that this plays on school improvement initiatives. In this multiple case study, the researcher focused on the school improvement initiative known as professional learning communities (Dufour, Dufour, Eaker and Many, 2010; Fullan, 2006; Schmoker, 2004). The study sought to gather insight on the role of distributive leadership contributes to implementation of professional learning community. This multiple case study examined three Midwestern elementary schools identified as having successfully implemented professional learning communities. It explored responses from school principals as well as teachers from each building to gather insight on perceptions of school administrators and staff regarding leadership style. From the data, themes emerged indicating there are key components to successful leadership in implementation of the school improvement initiative. The implications of this inquiry for application in elementary schools directly influence school leader behaviors and actions to create certain elements within the organizational members. These items would include a value of collaboration time, a role in school leadership decisions as well as a narrow focus on discussion around student achievement. The findings in this study demonstrate that successful leaders create a collaborative culture, shares in leadership and decision-making practices and has a narrow focus on student learning. The use of distributive leadership ideals create the opportunities for successful implementation of professional learning communities.

scholarly journals Taking a Step to Identify How to Create Professional Learning Communities—Report of a Case Study of a Korean Public High School on How to Create and Sustain a School-based Teacher Professional Learning Community

2016 ◽  
Vol 10 (1) ◽  
pp. 82 ◽  
Author(s):  
Joonkil Ahn
Keyword(s):  
High School ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Grade Level ◽  
Teacher Professional Learning ◽  
Public High School ◽  
School Based ◽  
Teacher Professional

This study intends to identify some key factors in creating and sustaining school-based teacher professional learning communities (PLCs) through a case study of a South Korean public high school. To achieve this, the study identified some essential infrastructure, preparation, and necessary social organization for creating PLCs. The ideal unit and the encouraging/discouraging factors in the implementation process were also investigated. Data were gathered via classroom observations and by analysis of interview transcripts, questionnaire responses, and minutes from PLC meetings. Nineteen participants, including 16 teachers, a principal, an assistant principal, and a facilitator from a city department of education, who assisted the school reform process, completed the questionnaires. Three of the teachers who took the reform initiative participated in the in-depth interview. The study provides a detailed description of the school context before the PLC implementation, challenges that faced the teachers, and two main characteristics of their PLC initiative. The study indicates that participants perceived prepared teacher leaders, building trust and respect among faculty, and securing time for classroom observation and PLC meetings as the most necessary preparation in creating and implementing their PLC. Empowering grade level chairs, increasing teacher proximity, and employing additional administrative assistants were identified as effective administrative support. Participants recognized that each grade level had more advantage in implementing PLCs and thought positive changes of disruptive students and their own instructional practices were the most encouraging factors in overcoming implementation problems. Authoritative leadership of school administration and a city DOE that forcefully mandates PLCs were perceived as discouraging factors in PLC implementation.

scholarly journals What Role Does Distributed Leadership Play in Implementing Professional Learning Communities?

2019 ◽  
Vol 3 (2) ◽  
pp. p177
Author(s):  
Nick Goos ◽  
Barbara N. Martin
Keyword(s):  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Distributed Leadership ◽  
Collaborative Culture ◽  
Successful Leadership ◽  
Preparatory Programs ◽  
Multiple Case

This multiple case study examined three Midwestern elementary schools identified as having successfully implemented professional learning communities for many years. From the data, themes emerged indicating that there are key distributive components to successful leadership in implementation of the school improvement initiative. The findings in this study demonstrate that successful leaders create a collaborative culture, seek shared leadership and decision-making practices and have a narrow focus on student learning. Implications for principals and leadership preparatory programs are significant.

Inspiring the Next Generation of Music Educators: A Multiple Case Study of High School Music Experiences and Career Choice

2020 ◽  
pp. 002242942097578
Author(s):  
Tiger Robison ◽  
Scott N. Edgar ◽  
John Eros ◽  
Kimberly H. Councill ◽  
William E. Fredrickson ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Music Education ◽  
Multiple Case Study ◽  
Music Educators ◽  
Future Research ◽  
School Music ◽  
Multiple Case ◽  
High School Music

The purpose of this instrumental multiple case study was to explore the roles that high school music educators and the experiences they provide play in influencing high school students’ decisions to pursue a career in music education. Four bounded systems, consisting of programs led by ensemble directors with documented records and reputations for helping matriculate music education students into undergraduate music education programs, were studied. Findings were organized into the following themes: (a) formative attraction to the profession, (b) differing approaches to encouragement, (c) forms of encouragement, and (d) life as a music teacher. Specific implications for practice for multiple stakeholders and implications for future research are provided based on these findings.

Identifying coaching approaches that enable teachers' moral learning in professional learning communities

2020 ◽  
Vol 9 (4) ◽  
pp. 375-392
Author(s):  
Helma De Keijzer ◽  
Gaby Jacobs ◽  
Jacqueline Van Swet ◽  
Wiel Veugelers
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Teaching Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Safe Environment ◽  
Moral Learning ◽  
The Impact

PurposeThis study sought to identify those approaches used by coaches that enable teachers' moral learning in professional learning communities (PLCs). Coaches who support moral learning focus on questioning values, beliefs and bias, which is in contrast with learning only (new) knowledge or skills.Design/methodology/approachThis was an exploratory case study. Eleven meetings of three PLCs were observed; each PLC consisted of four teachers and one teacher–coach. Semi-structured interviews with the coaches were conducted to gain information about their approaches. Data were analysed using supportive coaching approaches derived from educational literature.FindingsIn total, 14 specific approaches regarding the support given by coaches for teachers' moral learning were identified. Four characteristics of coaches' attitudes that guided their approaches and seemed valuable in supporting moral learning were also identified. The findings showed the tensions the coaches encountered – for example, when balancing between offering a safe environment and encouraging critical reflection.Practical implicationsWith coaches' support, teachers can develop a more thoughtful understanding of the meaning of values, beliefs and bias for their actions in teaching practice.Social implicationsMaking explicit, and exploring precisely, what coaches do to support teachers' moral learning are useful for designing and improving professional development programmes that promote moral learning.Originality/valueThe research reported in this paper outlines how coaches can encourage teachers' awareness of the impact of their actions on pupils, which, in turn, helps teachers to meet the complex moral challenges of their practice.

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