Citation

Teacher Professional Learning Community: Understanding Its Relationship to School Choice and School Conditions

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Abstract:

Teacher professional learning community is a vital in-school condition that has been linked to student achievement and instructional conditions (Goldring & Cravens, 2007; Louis, et al., 1996). Further, charter schools appear to have higher levels of professional community (Cannata, 2007; Goldring & Cravens, 2007), although the mechanism through which this is achieved is less clear. This paper contributes to our knowledge of how teacher professional learning community varies among charter, magnet, private, and traditional public schools, and the extent to which school conditions mediate the effects of school type.

Teacher professional learning community (PLC) refers to the extent to which teachers collaborate and work together to further their own learning and their studentsÂ’ learning (Bryk, Camburn, & Louis, 1999; Louis, et al., 1996). School conditions are conceptualized as organizational elements that facilitate and therefore have a moderating influence on the level of teacher-perceived PLC. They are composed of governance, leadership, and teaching conditions. In terms of governance and leadership, providing teachers with opportunities to influence school-wide policies may stimulate dialogue and collaboration among teachers (Cannata, 2007; Louis, et al., 1996). Allowing teachers to voluntarily associate themselves with the school facilitates trust (Bryk & Schneider, 2002). Coherent instructional programs and close teacher interaction through common planning times or teams may also facilitate PLC (Kruse, et al., 1995). Teacher characteristics may also influence PLC, although the direction is unknown. Experienced teachers are less likely to feel responsible for student learning (Lee & Loeb, 2000), but schools without sufficient teacher expertise may lack a sense of efficacy (Kruse & Louis, 1995).

To examine the predictive efficacy of school type and school conditions on PLC, this paper uses a two-level Hierarchical Linear Model with teachers nested within schools. Results suggest that charter schools had higher levels of PLC, although the teaching conditions and leadership practices in charter schools mediate this relationship. When teachers are given more influence over school decisions, interact on interdisciplinary teams, and help design coherent instructional programs, their schools tend to have higher levels of PLC. Also related to PLC are the degree to which principals provide strong support to their teachers and whether or not they spend less time on routine management.
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p378448_index.html
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MLA Citation:

Cannata, Marisa. and cravens, xiu. "Teacher Professional Learning Community: Understanding Its Relationship to School Choice and School Conditions" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378448_index.html>

APA Citation:

Cannata, M. and cravens, x. "Teacher Professional Learning Community: Understanding Its Relationship to School Choice and School Conditions" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378448_index.html

Publication Type: Symposium Paper
Abstract: Teacher professional learning community is a vital in-school condition that has been linked to student achievement and instructional conditions (Goldring & Cravens, 2007; Louis, et al., 1996). Further, charter schools appear to have higher levels of professional community (Cannata, 2007; Goldring & Cravens, 2007), although the mechanism through which this is achieved is less clear. This paper contributes to our knowledge of how teacher professional learning community varies among charter, magnet, private, and traditional public schools, and the extent to which school conditions mediate the effects of school type.

Teacher professional learning community (PLC) refers to the extent to which teachers collaborate and work together to further their own learning and their studentsÂ’ learning (Bryk, Camburn, & Louis, 1999; Louis, et al., 1996). School conditions are conceptualized as organizational elements that facilitate and therefore have a moderating influence on the level of teacher-perceived PLC. They are composed of governance, leadership, and teaching conditions. In terms of governance and leadership, providing teachers with opportunities to influence school-wide policies may stimulate dialogue and collaboration among teachers (Cannata, 2007; Louis, et al., 1996). Allowing teachers to voluntarily associate themselves with the school facilitates trust (Bryk & Schneider, 2002). Coherent instructional programs and close teacher interaction through common planning times or teams may also facilitate PLC (Kruse, et al., 1995). Teacher characteristics may also influence PLC, although the direction is unknown. Experienced teachers are less likely to feel responsible for student learning (Lee & Loeb, 2000), but schools without sufficient teacher expertise may lack a sense of efficacy (Kruse & Louis, 1995).

To examine the predictive efficacy of school type and school conditions on PLC, this paper uses a two-level Hierarchical Linear Model with teachers nested within schools. Results suggest that charter schools had higher levels of PLC, although the teaching conditions and leadership practices in charter schools mediate this relationship. When teachers are given more influence over school decisions, interact on interdisciplinary teams, and help design coherent instructional programs, their schools tend to have higher levels of PLC. Also related to PLC are the degree to which principals provide strong support to their teachers and whether or not they spend less time on routine management.


Similar Titles:
E-professional Learning Community for Improving the Quality of School-University Partnership and School-based Teacher Preparation programs in low-performing schools

Understanding Community through Enabling School Structures and Academic Optimism in Professional Learning Communities

The Relationship Between Achievement Gains and Instructional Conditions in Schools of Choice and Traditional Public Schools

Junior high school teachers' perceptions of principals' transformational leadership and schools as professional learning communities in Taiwan


 
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