NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1047821
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1063-2913
The Culture of Professional Learning Communities and Connections to Improve Teacher Efficacy and Support Student Learning
Battersby, Sharyn L.; Verdi, Brian
Arts Education Policy Review, v116 n1 p22-29 2015
As a result of Race to the Top, states across the country vied for school improvement grants in order to advance educational reforms including effective professional development and teacher collaboration within their school districts. Requirements of the grant included the development of teacher evaluation systems and a professional development model to support teacher growth and efficacy. Grant recipients unanimously chose to incorporate some type of professional learning community (PLC) and selected models that emphasized increasing and sustaining teacher collaboration in all disciplines. PLCs offer an opportunity for music educators to receive pedagogy specifically tailored to their discipline. Music teachers and arts supervisors should consider incorporating online PLCs into their programs not only to address professional development, but also to address teacher isolation and attrition and student achievement and, ultimately, to enact fundamental changes in their districts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Race to the Top