ERIC Number: EJ1145332
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Professional Learning Communities Focusing on Results and Data-Use to Improve Student Learning: The Right Implementation Matters
Muñoz, Marco A.; Branham, Karen E.
Planning and Changing, v47 n1-2 p37-46 2016
Professional Learning Communities are an important means toward the goal of improving schools so that students can learn at high levels. Professional Learning Communities, when well-implemented, have a laser-focus on learning, work collaboratively, and hold themselves accountable for results. In this article, the central concept of "implementation fidelity" is studied due to its undoubted importance. Furthermore, a survey method is suggested for assessing implementation. This method assessed the three key components of a true PLC: (a) Learning as our fundamental purpose, (b) Collaborative culture, and (c) Results orientation. Implications for practice are discussed, including the impact of the implementation fidelity check on student results.
Descriptors: Communities of Practice, Professional Education, Information Utilization, Evidence Based Practice, Fidelity, Program Implementation, Learning, Teacher Collaboration, Collegiality, Academic Achievement, Faculty Development, Student Improvement, Educational Practices, Coaching (Performance), Mathematics Teachers, Middle School Teachers, Elementary School Teachers
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Kentucky (Louisville)
Grant or Contract Numbers: N/A