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Scholl, Steven Carl – ProQuest LLC, 2017
This study examined the relationship between the strength of Professional Learning Community dimensions and the level of Self-Direction in Learning as perceived by California State certificated elementary teachers. The Professional Learning Community Assessment-Revised recorded teacher perceptions of the strength of five PLC dimensions.…
Descriptors: Interaction, Teacher Attitudes, Correlation, Faculty Development
Haggquist, Lawrence Lee – ProQuest LLC, 2018
Purpose: Professional learning communities (PLCs) have provided a popular means by which schools have used structured collaboration to improve student outcomes. For this reason, the PLC model for collaboration has a strong reputation for helping schools achieve success. However, teachers and administrators regard the PLC efficacy differently. The…
Descriptors: Teacher Attitudes, Administrator Attitudes, Correlation, Faculty Development
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Brissenden-Smith, Kaytie; Moreno, Ana; Peloquin, Lisa; Radiloff, Judy; Wachtel, Jenna – Learning Professional, 2018
How can teachers move from working in isolation within ineffective systems to building thriving, collaborative teaching environments in which they are supported and inspired to work with their colleagues in communities focused on mutual professional growth? In the authors' work as early learning instructional coaches, they have witnessed the ways…
Descriptors: Faculty Development, Coaching (Performance), Early Childhood Education, Kindergarten
Velasquez, Hector – ProQuest LLC, 2018
The achievement gap continues to widen between White and Asian students and ethnic minorities, students of low socio-economic status, and English Language Learners. In an attempt to level the playing field amongst these groups, numerous researchers recommend professional learning communities (PLCs) as a strategy for school improvement and…
Descriptors: Principals, Secondary School Students, Achievement Gap, Academic Achievement
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Baker, Jill A.; Bloom, Gary S. – Learning Professional, 2017
Many principal supervisors in the United States work in relative isolation and experience no professional development designed to support them. Over the past four years, the role of principal supervisor in Long Beach Unified School District in California has shifted from compliance and at-a-distance supervision practices to a deeply rooted…
Descriptors: Principals, Problem Solving, Management Development, Capacity Building
Abboud, Peter – ProQuest LLC, 2017
Purpose: The purpose of this qualitative case study was to identify and describe the strategies that California public high school principals utilized to develop a growth mindset in classroom teachers. Methodology: This qualitative case study used interviews from 12 high school principals to gain an understanding for how they supported a growth…
Descriptors: Secondary School Teachers, Qualitative Research, Case Studies, Public Schools
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Cunningham, Matthew P.; Huchting, Karen K.; Fogarty, Diane; Graf, Victoria – Journal of Catholic Education, 2017
After a significant policy change led to the admittance of students with moderate disabilities, St. Agnes School (SAS; pseudonym)--a Catholic PK-8 school in Southern California--implemented an 18-month professional development (PD) program to improve teachers' inclusive classroom practices. Grounded in the theoretical framework of Universal Design…
Descriptors: Faculty Development, Disabilities, Access to Education, Observation
Flora, Terry E. – ProQuest LLC, 2017
This dissertation presents the findings of an exploratory, multiple-case study in which eight public secondary school teachers engaged in a professional development (PD) program centered on improving teacher instruction for English learners (ELs). The participants worked as co-teachers with teacher credential candidates, serving as both mentors…
Descriptors: Secondary School Teachers, Mentors, Team Teaching, Teacher Attitudes
Nwandiko, Chidi M. – ProQuest LLC, 2017
Although principals must create high levels of teachers' trust to improve school culture, enhance teacher effectiveness, and promote a productive professional learning community, they often lack the communication competence and the quality of interaction necessary to create high levels of teachers' trust. The result is an insidious, dysfunctional…
Descriptors: Teacher Administrator Relationship, Principals, Trust (Psychology), Qualitative Research
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Chen, Rong-Ji; Daniels, Erika; Ochanji, Moses K. – Middle School Journal, 2017
The traditional model of teacher preparation, which focuses on content and methods courses in a college or university, can create a gap between university faculty and school practitioners. This article describes a series of clinical practice workshops as a viable means to bridge the gap between a university and its partner middle schools in the…
Descriptors: Preservice Teachers, Preservice Teacher Education, Faculty Development, Teacher Education Programs