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Daniel Coffin
Northcentral University
CoffinDEDU7001-3 2
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In the search for methods to empower educators to transform schools and improve student
outcomes, many interventions have been tried: new curricula, various instructional techniques,
integration of technology, and various motivational reward schemes for students and teachers alike.
These have the drawbacks of being costly, time-consuming, or complicated to initiate, while also
demonstrating limited or spotty efficacy. There is another option, however, which bears further
investigation as a low-cost and effective means of helping both teachers and students: the
work together collaboratively in the service of student learning (Gray, Kruse, & Tarter, 2015). The
PLC can provide teachers with support in lesson planning and implementation, critiquing
2013; Gray, Kruse, & Tarter, 2015). PLCs can be differentiated from teams or other informal
collegial relationships in that they are derived from, and empowered by, the schools organization
structure, which enables key functions of PLCs such as collaborative planning (Gray, Kruse, &
Vital to establishing PLCs is a stable school organizational structure which provides teachers
with support through shared decision making, open communication, and professionalism (Gray,
Kruse, & Tarter, 2015). On a practical level, it is also important for PLCs to be allowed time for
teachers to meet, discuss, and collaborate; time pressures are sensitive to teachers who must lose
preparation time in order to participate (Peppers, 2015). It is important for school leadership to
mindfully cultivate PLCs, as they do not originate of themselves; it appears that the formalized
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structure of PLC is what creates the space within which collegial trust and subsequent
Many benefit accrue to schools which implement and sustain PLCs. PLCs have the
potential to empower teachers to teach, both through proving them with opportunities to experiment
with and master new instructional techniques themselves, as well as allowing them to vicariously
experience success through watching colleagues triumph; PLCs also offer teachers emotional
support and reinforcement from peers with whom teachers develop close social bonds of trust
(Mintzes, Marcum, Messerschmidt-Yates, & Mark, 2013; Peppers, 2015). PLCs enable teachers to
share not only professional knowledge but also their goals and vision for school improvement,
which leads to a greater sense of purpose and efficacy (Peppers, 2015). When teachers teach better,
students learn better, as the improve student outcomes following teacher participation in PLCs show
Conclusion
PLCs require thoughtful effort and commitment in order to flourish and grow, but the
rewards they provide are manifold: a greater sense of efficacy and empowerment and stronger
collegial bonds for teachers, a more collaborative approach to management for administrators, and
improved educational outcomes for students. With the investment of time and participation on the
part of teachers, PLCs have the potential to be transformative, making them well worth the attention
of teachers and administrators looking for ways to improve their school culture and outcomes.
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References
Gray, J., Kruse, S., & Tarter, C.J. (2015). Enabling school structures, collegial trust and
Mintzes, J.J., Marcum, B., Messerschmidt-Yates, C., & Mark, A. (2013). Enhancing self-efficacy
communities in a large suburban high school. National Teacher Education Journal, 8 (1),
25-31.
Methodology Survey study; PLC Non-Equivalent Control Group Narrative ethnographic study;
development was measured experiment; Personal Self- study participants were asked a
by the Professional Efficacy and Outcome series of open-ended semi-
Examples: survey Learning Community Expectancy were measured structured interview questions
study, case study,
quasi-experimental,
Assessment survey; quantitatively through the related to the research questions.
comparison study, enabling school structures Teaching of Science as Inquiry
longitudinal study, was measured by 12 item (TSI) instrument twice during
meta-analysis, etc.
survey; collegial trust was the study; participants were
measured by Omnibus interviewed for 20 minutes each
Trust instrument 26-item on year following the end of the
survey, and academic study
emphasis was measured by
subscale of Organizational
Health Index, an eight-item
survey
Findings and Hypothesis one was Comparison of pre and post TSI PLCs have helped teachers to
Conclusions supported; enabling data showed a statistically develop professionally,
schools structures, collegial significant shift in personal minimizing teacher isolation and
trust, and academic self-efficacy and outcome increasing collegiality and
We call it findings emphasis were all expectancy in the experimental learning for all participants.
in qualitative
research and results
significantly correlated group which was attributable to
in quantitative with professional learning the professional learning PLCs provide participants with
research. communities. community within the increased opportunities to
experimental group. communicate and collaborate.
Hypothesis two was
partially supported; Survey data indicated that For PLCs to be effective, they
enabling school structures teachers evinced fear and must be organized through
had a substantial effect on avoidance of science teaching departments or subgroups
professional learning because they felt unprepared to because of the close social and
communities, while teach it, did not feel they had collegial bonds that grow
academic emphasis had a sufficient time to teach, did not between participants.
smaller effect and collegial have positive experiences with
trust did not have an effect science as students themselves, PLCs depend upon strong team
at all. and/or did not feel science to be leaders who have a vision for
a valuable part of the what should be accomplished
curriculum. through the PLC and how those
goals should be attained.
These same teachers expressed
that participation in the PLC
empowered them by giving
them hands on experience with
conducting science
demonstrations and by enabling
teachers to provide emotional
and social support.
Points of School structures can help or hinder ; Teachers are given an opportunity to Most teachers would go to the end of the
Convergence or
Divergence teachers who find their school implement a consensually-agreed upon earth for an administrator who allows
First: structures helpful characterize them course of action and to observe and reflect them to share in decision-making.
Principals may empower teachers Results document a significant shift in PLC instills a sense of empowerment,
Second:
by encouraging initiative and personal self-efficacy that can be attributed purpose, and accountability.
Formal organization structures PLCs will require major policy decisions The consensus on this campus is that
Third:
appear to be a necessary condition including 1) school staffing policies that leadership is the critical component of a
for community building. provide teachers with the time, space and successful PLC.
professional roles
The correlation of PLCs with This form of collaborative effort and the For PLCs to be effective in schools,
Fourth:
Collegial Trust which is moderate emotional reinforcement it engendered they must be organized through
to strong in a positive direction as seemed to be an unexpected outcome for professional subgroups or departments
their colleagues.