Principal Impact on Developing Professional Learning Communities in New Middle Schools

Date
2019-04-08
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Abstract
The positive effects of Professional Learning Communities (PLCs) on teaching quality and student success are well-documented (DuFour & Eaker, 1998; DuFour, Eaker, &, DuFour, 2005; Hord, 1997, 2004). The problem is that even with overwhelming research to support this claim, not all schools are organized as PLCs. The purpose of this case study (Merriam, 1998, 2009) was to investigate the understanding, development, and planned sustainability of Professional Learning Communities in three new middle schools in a Large Urban School Board from the perspective of the principal. Qualitative data were collected through two rounds of semi-structured interviews, participant provided documents, field notes, and researcher reflections. The study revealed that while principals had similar understandings of PLCs due to system coherence, activation of this knowledge was more problematic. A major finding was that in order to develop Professional Learning Communities, principals need more practical knowledge about how to develop and sustain them. Lessons learned from of this study on the development of PLCs in new middle schools may be transferable to similar environments and could provide guidance for current or prospective principals.
Description
Keywords
Professional Learning Communities, Principal Leadership, Middle Schools
Citation
O'Neill, S. (2019). Principal impact on developing professional learning communities in new middle schools (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.