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ERIC Number: ED550182
Record Type: Non-Journal
Publication Date: 2011
Pages: 238
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2671-9608-8
Implementing a Professional Learning Community: A Case Study
Kaminski, Stacey A.
ProQuest LLC, Ed.D. Dissertation, Northeastern University
Teaching, in the 21st century is a complex vocation that necessitates high quality professional development to fortify and sustain it. As a core profession, and a critical representative of change in contemporary society, it is apparent that leaving no child behind also entails leaving no teacher behind (Stoll & Seashore-Louis, Eds, 2007). Implementing a professional development model, which empowers staff, diminishes the opportunities for isolation and abandonment, while increasing the potential for optimal student learning. This doctoral thesis employs a qualitative case study methodology to document the experiences of a purposefully selected group of elementary educators, working within a small special education collaborative setting. The application of case study methodology aligns with the following research questions: How can organizations change their professional development practices to become more learner-centered? How can changes in staff development promote a collaborative learning model? This methodology utilized the theoretical framework of educational change theory (Fullan, 2007) and a comprehensive literature review of Professional Learning Communities, reflective practice, collaboration and culture. Data sets included participant interviews and reflective memos, which were accumulated throughout the 2010-2011 school year, and collected by a special education organization that is located in Southeastern Massachusetts. This compendium of data, accentuate the numerous factors involved in Professional Learning Community design, implementation and assessment. As a critical component of the continuous improvement process initiated by the organization, this project emphasizes how changes made to the professional development model increased staff empowerment, reflection, collaboration and collegiality within a special education environment, during an academic year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts