Improving Student Learning Through Professional Learning Communities: Employing a System-Wide Approach

Authors

  • Gregory David Paterson Qualitative Research Analysis-New Brunswick Institute of Research, Data and Training. University of New Brunswick (Honorary Research Associate)

Keywords:

Professional Learning Communities, Teacher Learning, System-Wide Approach, Teacher Effectiveness

Abstract

Effective Professional Learning Communities (PLCs) contribute to the overall improvement of student learning when a system-wide, leadership-based approach from the district and school level is applied by aligning a common vision, goal, and purpose. Despite a government-led implementation of PLCs province-wide in New Brunswick schools over ten years ago, the efficacy of PLCs in one particular New Brunswick school district has demonstrated little evidence of effectiveness or improvement. A district leadership team employed an Internal District Instrument (IDI) survey to measure areas of strength and barriers as it relates to its PLC formation and growth. Additionally, the team collected pre and post perception survey data from twenty teachers (n=20) during a summer learning session on building and sustaining PLCs. IDI survey results indicated that the district leadership team was seeking help in the domain of professional growth and development and that teachers and administrators were finding PLCs to be ineffective, to lack direction, and to fail to meet teacher-learning needs.

Author Biography

Gregory David Paterson, Qualitative Research Analysis-New Brunswick Institute of Research, Data and Training. University of New Brunswick (Honorary Research Associate)

I am a qualitative research analysis with the New Brunswick Institute of Research Data and Training.  In this role, I am working full-time in research collecting data and providing progress reports on a research project investigating the extended school day by 1 hour in K-2 10 research schools.  I also teach research methodologies, applied research, curriculum development and writing instruction at the Master's level.

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Published

2019-05-31

Issue

Vol. 10 No. 1 (2019)

Section

Research Study/Recherche

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