Leading Teacher Learning & Change in the Professional Learning Community: One School's Transformation Towards Implementing Meaningful PLCs

dc.contributor.authorCooper, Lori
dc.contributor.facultyWerklund School of Education
dc.date.accessioned2015-07-10T18:48:57Z
dc.date.available2015-07-10T18:48:57Z
dc.date.issued2014-05
dc.description.abstractWritten 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.en_US
dc.description.refereedNoen_US
dc.identifier.citationCooper, 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.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5287
dc.identifier.isbn978-0-88953-376-9
dc.identifier.urihttp://hdl.handle.net/1880/50591
dc.languageen
dc.language.isoenen_US
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.urlhttps://werklund.ucalgary.ca/ideas/en_US
dc.titleLeading Teacher Learning & Change in the Professional Learning Community: One School's Transformation Towards Implementing Meaningful PLCsen_US
dc.typePresentationen_US
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