Perceptions of school leaders and high school teachers regarding the Professional Learning Community model to support adult learning

Academic Article

Abstract

  • This article describes a qualitative case-study exploration of the perceptions of district- and building-level school leaders and high school teachers regarding the use of the Professional Learning Community model as a structure to support teacher professional development. Individual, semi-structured interviews and focus groups were conducted in a medium sized school district in the southeastern United States where a PLC model, designed to support teacher learning, had been implemented over a seven-year timeframe. Findings indicated differences between respondent groups regarding who is responsible for determining content for teacher learning. High school teachers described collegial learning in their schools as occurring “in the hallways between classes” and definitely not within the PLC structure as implemented in their schools. Implications for further research into how PLCs can support teacher learning are discussed.
  • Authors

    Keywords

  • Professional Learning Community (PLC), Adult Learning, Multiple Case Study Design
  • Author List

  • Sayers KT; Gurley DK; Fifolt M; Collins L
  • Start Page

  • 50
  • End Page

  • 65
  • Volume

  • 1