The purpose of this research was to explore professional learning communities (PLCs) and their impact on teacher practice. The focus of this single case study was on reviewing the process of the implementation of a PLC (DuFour, DuFour, Eaker, and Many, 2010) within MidAtlantic Elementary School, a Title I school. This school implemented the PLC (DuFour et al., 2010) process following the guiding principles set forth by Richard and Rebecca DuFour and the MidAtlantic School District. The guiding principles include a shared vision and mission, collective inquiry, collaborative teams, action research and experimentation, continuous improvement, and being results oriented. By following these guiding principles, the goal was to show how this process improved teacher practice enough to help students be successful in the first year of opening the school and each consecutive year since the school opened. Results of this research showed the PLC (DuFour et al., 2010) process leads to improvements in teacher practice that positively affect student learning. / Doctor of Education / The purpose of this research was to explore professional learning communities (PLCs) and their impact on teacher practice. A PLC can be defined as a group of professionals who come together to create a culture of collaboration, and then develop a way to share their reflections related to their work. The focus of this single case study was on reviewing the process of the implementation of a PLC within one elementary school. The guiding principles included a shared vision and mission, collective inquiry, collaborative teams, action research and experimentation, continuous improvement, and being results oriented. Results of this research showed the PLC process led to improvements in teacher practice that positively affected student learning at this school. This is important, because it shows how the PLC (DuFour et al., 2010) process affects teachers’ practice in a positive way. Implications for how this research might be used include (a) implementing the PLC (DuFour et al., 2010) process in middle and high schools to improve teacher practice, and (b) the importance of making sure teachers have buy-in for the PLC (DuFour et al., 2010) process throughout its implementation.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/88810 |
| Date | 02 April 2019 |
| Creators | Wines, Debra Rae |
| Contributors | Counselor Education, Mallory, Walter D., Ritchie, Gail V., Glenn, William Joseph, Cash, Carol S. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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