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ERIC Number: ED568594
Record Type: Non-Journal
Publication Date: 2016-Sep
Pages: 72
Abstractor: ERIC
Reference Count: 13
Measurement Instruments for Assessing the Performance of Professional Learning Communities. REL 2016-144
Blitz, Cynthia L.; Schulman, Rebecca
Regional Educational Laboratory Mid-Atlantic
For more than a decade education practitioners have promoted the professional learning community (PLC) as an effective way to provide professional development to teachers. As more PLCs are established in schools and districts nationwide, education stakeholders--researchers, practitioners, administrators, and policymakers--are interested in evaluating the performance of PLCs. Stakeholders want to know more about PLCs' contributions to a range of outcomes, including teacher and administrator professional development, instructional practices, school culture, and, ultimately, student learning and achievement. This tool compiles 49 instruments for measuring key performance indicators of professional learning communities for teachers. It is intended as a resource for researchers, practitioners, and education professionals who seek solid evidence as the basis for planning, implementing, and evaluating teacher professional learning communities. The following are appended: (1) Literature search methodology and analysis; (2) Logic model for professional learning communities; (3) Deciding which instruments to use; and (4) Professional learning community measurement instruments. A list of references for professional learning community profiles is included.
Regional Educational Laboratory Mid-Atlantic. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Researchers; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Mid-Atlantic (ED); ICF International; National Center for Education Evaluation and Regional Assistance (ED)
IES Funded: Yes
Grant or Contract Numbers: EDIESĀ­12C0006