Leading Teacher Learning & Change in the Professional Learning Community: One School's Transformation Towards Implementing Meaningful PLCs
Date
2014-05
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University of Calgary
Abstract
Written from the perspective of an elementary school principal, this paper supports the notion that teacher professional development occurs when teachers collaborate in professional learning communities. Grounded in the literature, this paper begins with an overview of professional learning communities. Next, an analysis of the expectations involved when teachers collaborate is explored, followed by a scrutiny of the role of school leaders in professional learning communities. Woven throughout the paper are examples from one elementary school’s attempts to implement meaningful professional learning communities.
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Citation
Cooper, L. "Leading Teacher Learning & Change in the Professional Learning Community: One School's Transformation Towards Implementing Meaningful PLCs". 2014. In P. Preciado Babb (Ed.). Proceedings of the IDEAS: Rising to Challenge Conference, pp. 45-56. Calgary, Canada: Werklund School of Education, University of Calgary.