Attrition among new teachers with fewer than 5 years of experience was high in an urban high school in Texas. The high attrition rate is a problem for students, because high teacher turnover can result in teachers with low expertise. In this study, the conceptual framework used was Hord's professional learning community (PLC) model, which emphasizes trust and a utilization of a cycle of inquiry among colleagues to prepare lessons and assessments that affect student achievement. The purpose of this study was to determine new high school teachers' perceptions of assimilation techniques used by their mentors in the new teacher mentor program's PLCs. Also examined were new teachers' reports of what influenced them to remain at or leave the local setting. In this qualitative, single-bound explanatory case study, purposeful sampling was used to interview 10 new teachers in Grades 10 through 12 who had been through the mentorship program. Of the 10 interviewees, 5 were still employed in the local setting and 5 had resigned. Data were analyzed inductively using open coding of emerging themes that were color coded descriptively then organized into explanatory categories. Key findings were that new teacher mentees suggested ways to improve the mentorship program such as being able to choose their mentors and rotating through various mentors throughout the school year so that new teachers can have as many information sources as possible. This study contributes to positive social change by working to increase the retention rate among new teachers, improve classroom instruction, and make PLC more influential.

A professional learning community (PLC) is designed to increase pedagogical knowledge and encourage collaboration amongst teachers. Many schools are using a variety of PLCs to increase collaboration and improve teaching and learning. The study school implemented a PLC, but collaboration and effective coteaching practice have not improved. Guided by social constructivism and social cognitive learning theories, the goal of this research was to explore coteachers' perceptions, attitudes, and beliefs about the overall effectiveness of the PLC coteaching model to improve instructional strategies. A qualitative case study with semistructured interviews to collect data and a narrative analysis for reporting was utilized. The population was limited to 5 general and 4 special education teachers. A hand analysis method was used to identify and code recurring themes before using thick description to report the findings. The findings showed that the teachers perceived an ineffective PLC implementation, a lack of coteaching training and collaboration, and a lack of administrative support. Improvements in these areas are needed to boost the effectiveness of the coteaching model. The findings from this study led to a project consisting of a series of professional development workshops for coteachers and school leaders. The goal of the project is to eliminate barriers to coteaching practice and create an effective PLC. This study may bring about positive social change by providing insight into understanding how an effective PLC, administrative supportive, and meaningful professional development can enhance coteaching practice. This knowledge can provide school leaders with insight to make adaptations to coteaching practice that may lead to positive student learning outcomes.

A professional learning community (PLC) is designed to increase pedagogical knowledge and encourage collaboration amongst teachers. Many schools are using a variety of PLCs to increase collaboration and improve teaching and learning. The study school implemented a PLC, but collaboration and effective coteaching practice have not improved. Guided by social constructivism and social cognitive learning theories, the goal of this research was to explore coteachers' perceptions, attitudes, and beliefs about the overall effectiveness of the PLC coteaching model to improve instructional strategies. A qualitative case study with semistructured interviews to collect data and a narrative analysis for reporting was utilized. The population was limited to 5 general and 4 special education teachers. A hand analysis method was used to identify and code recurring themes before using thick description to report the findings. The findings showed that the teachers perceived an ineffective PLC implementation, a lack of coteaching training and collaboration, and a lack of administrative support. Improvements in these areas are needed to boost the effectiveness of the coteaching model. The findings from this study led to a project consisting of a series of professional development workshops for coteachers and school leaders. The goal of the project is to eliminate barriers to coteaching practice and create an effective PLC. This study may bring about positive social change by providing insight into understanding how an effective PLC, administrative supportive, and meaningful professional development can enhance coteaching practice. This knowledge can provide school leaders with insight to make adaptations to coteaching practice that may lead to positive student learning outcomes.

This study examines what and how classroom teachers and a music specialist learn on their own, with each other, and with their students when they engage in collaborative, multimodal teaching and learning experiences. Through excerpts from interviews, planning sessions, focus groups, and the retelling of classroom experiences, this action research-inspired narrative inquiry documents and explores the experiences of four elementary school teachers as they worked together over a 12-week period. Through a restructured music schedule—designed to facilitate sustainable integrated, multiple literacy experiences—the teachers collaborated with the children and with one another to co-construct authentic learning experiences which drew upon and expanded students' interests and inquiries, and which positioned music in new ways as another classroom language. The unfolding stories examined in this inquiry resonate with the ideas and the spirit of the atelier in Reggio Emilia schools, and they point to the importance of meaningful, collaborative relationships in teacher learning and reflection. The study has implications for the ways in which musical experiences may be structured, made more complex, and revalued in elementary schools.

This study examines what and how classroom teachers and a music specialist learn on their own, with each other, and with their students when they engage in collaborative, multimodal teaching and learning experiences. Through excerpts from interviews, planning sessions, focus groups, and the retelling of classroom experiences, this action research-inspired narrative inquiry documents and explores the experiences of four elementary school teachers as they worked together over a 12-week period. Through a restructured music schedule—designed to facilitate sustainable integrated, multiple literacy experiences—the teachers collaborated with the children and with one another to co-construct authentic learning experiences which drew upon and expanded students' interests and inquiries, and which positioned music in new ways as another classroom language. The unfolding stories examined in this inquiry resonate with the ideas and the spirit of the atelier in Reggio Emilia schools, and they point to the importance of meaningful, collaborative relationships in teacher learning and reflection. The study has implications for the ways in which musical experiences may be structured, made more complex, and revalued in elementary schools.

The purpose of this research was to understand the role of district leadership better in the implementation and development of professional learning communities. This investigation was a mixed-methods analysis of the perceptions of a school district's support in the implementation of professional learning communities (PLCs) at the school level. Additionally, in this study, I examined how the PLC framework supports systemic school improvement, using Hord's definition of the five dimensions of a professional learning community. A PLC literature review informed the study. A school district of approximately 14,000 students, and a high school of 2,219 students was selected as the population sample. One hundred high school staff members and 20 central office administrators completed the PLCA-DS of Professional Learning Community Assessment-District Support, developed by Olivier, Huffman and Cowan, to measure both school and district level personnel's perspectives regarding the district's role in the implementation of PLCs at the school level. Semi-structured interviews were conducted with district personnel as well as school leadership and professional campus based staff, which played integral roles in the development of professional learning communities. These roles include the school principal, assistant principal, liaison and other staff who are working collaboratively at the school and district levels to support PLC implementation. The investigation results indicated the importance of leadership and culture throughout this change process and critical to school improvement as evidenced by the study of District A and High School A1.

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The purpose of this qualitative study was to explore the leadership practices of principals who sustain professional learning communities. The study was conducted using semistructured interviews with 2 elementary school principals from a noted professional learning community district in Henderson, Kentucky. A Professional Learning Community Assessment Survey was completed by the teachers in both elementary schools. Photographs of each school and a review of school documents triangulated the research of these 2 professional learning communities. In interviews the principals described their roles in: (1) defining a professional learning community or PLC, (2) supporting and sustaining a PLC, (3) supporting professional dialogue opportunities in a PLC, and (4) identifying shareholders as an essential element in successful professional learning communities. The teacher surveys helped to confirm the principals' perceptions and the roles of the principals in supporting and sustaining a professional learning community. The teachers defined the principal's role in supporting and sustaining a professional learning community as (1) involving staff in decisions, (2) incorporating teachers' advice to make decisions, (3) providing staff members access to key information, (4) the principal being proactive, (5) enabling staff members to initiate change, (6) sharing responsibility and rewards, (7) sharing power and authority, and (8) promoting and nurturing leadership. The effective leadership practices of both principals support successful and sustainable professional learning communities. The triangulation of data reinforced these conclusions: (1) both principals have effective leadership practices that support and sustain a PLC, (2) the majority of teachers from both schools who participated in the survey overwhelmingly approve of the leadership practices of their principals, (3) continued improvement in student assessment results over a period of years support the practices of the principals, and (4) effective leadership practices strengthen the professional learning concept of supporting and encouraging continued student and teacher progress. The results from this study were intended as a reference for principals and school districts concerning the effective practices of principals to support and sustain professional learning communities.

Researchers have studied professional learning communities for over two decades. Educators have utilized the elements of professional learning communities in their schools to improve instruction and student learning. Yet, there is limited empirical evidence that establishes, describes, and confirms this relationship. This study was completed to better understand the nature, strength, and types of relationships between the individual elements of professional learning communities and student achievement. The sample for this study was 26 elementary schools, 439 teachers, and nearly 11,000 students. An analysis of professional learning communities and student achievement data through hierarchical linear modeling indicated that each of the eight clearly defined elements of professional learning communities have a significant relationship with student achievement.