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The literature review in a dissertation serves to illuminate the research gap and thereby justify the necessity of the study and the proposed study methodology. Though this purpose remains consistent across all methodologies, the structure of the literature review section of a qualitative dissertation often differs slightly from that of a quantitative dissertation. For example, literature reviews in quantitative dissertations are dominantly constructed around the variables while those in qualitative dissertations can be constructed in many ways. In this assignment, you will contrast the structures of a qualitative and a quantitative literature review and consider a rationale for those differences.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Directions:
Write a paper (500-750 words) in which you contrast the structures of the qualitative dissertation specific to your discipline with the structures of the quantitative dissertation referenced above and provide a rationale for the differences. Include the following in your paper:
Professional Learning Community Implementation and Teacher Perceptions of
Participation Influences on Professional Growth
Submitted by
Tracy M. Watkins
A Dissertation Proposal Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Education
Grand Canyon University
Phoenix, Arizona
September 21, 2016
ProQuest Number: 10170194
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© By Tracy Michele Watkins, 2016
All rights reserved.
GRAND CANYON UNIVERSITY
Professional Learning Community Implementation and Teacher Perceptions of
Participation Influences on Professional Growth
I verify that my dissertation represents original research, is not falsified or plagiarized,
and that I have accurately reported, cited, and referenced all sources within this
manuscript in strict compliance with APA and Grand Canyon University (GCU)
guidelines. I also verify my dissertation complies with the approval(s) granted for this
research investigation by GCU Institutional Review Board (IRB).
Tracy Watkins
August 12, 2016
Date
Abstract
This qualitative case study explored how professional learning community models in one
K-8 school were designed and implemented with a focus on teaching and learning and how
educators perceived participation in professional learning communities (PLC) influenced
their professional growth and development. The theoretical framework of the
transformational learning theory, social cognitive theory and the foundations of PLCs,
established the platform for this study. The research questions specified a focus on teacher
perceptions of the professional learning community model being implemented, addressed
how professional learning communities were structured and implemented to focus on databased decisions and described how participation in professional learning communities
influences professional growth and instructional effectiveness. The sample consisted of at
least 30 teachers and 2 administrators in five schools located in a southwestern school
district in the United States. Data collection instruments included questionnaires,
interviews, and archival data. Data coding procedures determined specific patterns that
emerged in the analysis. The results provided that the greatest influence on teacher
professional growth were: purposeful meetings, shared responsibility, commitments to
common practice and common assessments with ongoing progress monitoring. The
implications of this study suggest that school organizations provide an opportunity for
purposeful collaboration during the work day. Most importantly, focused conversations
must address student data, sharing instructional strategies and committing to common
practice and assessment for ongoing student improvement and teacher development.
Key words: Professional learning communities, professional development, datadriven decisions
vi
Dedication
This dissertation is dedicated to my mom, Lillian Rollo. My mom has been my
leading cheerleader my entire life, and it is because of her that I have accomplished this
ambitious goal. I am encouraged daily by reflecting on her sacrifice to raise such strong
children on her own. She has endured many things in her life, but her positive disposition
is one that I strive for daily. I am thankful for the struggle, life experiences, and
celebrations. I am honored every day to be the daughter of the strongest woman I will
ever know.
vii
Acknowledgments
I would like to take this opportunity to express my gratitude towards those who
encouraged, inspired and pressed me to accomplish this ambitious, academic milestone.
I would like to begin by thanking the chair of my committee, Dr. Cristie
McClendon. Dr. McClendon was always available to answer questions, probe my
thinking and her continued support during my frustration was much appreciated. I was
fortunate to have her knowledge and dedication to pursue my passion of exploring
professional learning communities.
I would like to thank the teachers and administrators that participated in this
study. I know that you sacrificed time to participate and time is a precious commodity in
education, so thank you. All of you have inspired me by what I have learned in this
process to become a more conscientious leader.
I would also like to acknowledge all the students and teachers that I have been so
honored to serve as a teacher, principal and director over the last 19 years. I will continue
to be a passionate educator because of you! I will never forget what it is like to walk in
your shoes and I will always remember why I chose to be an educator because of your
continuous dedication.
Most importantly, I would like to express my heartfelt love and appreciation for
the best support system, my family. Thank you to my wonderful husband, Marlo. Thank
you for your unconditional love, support and encouragement during my times of
frustration, defeat and celebration. To my children, thank you for your love and support
during my educational journey. I could not have made it through without your continued
inspiration!
viii
Table of Contents
List of Tables ……………………………………………………………………………………………………. xiii
List of Figures …………………………………………………………………………………………………… xiv
Chapter 1: Introduction to the Study…………………………………………………………………………1
Introduction ……………………………………………………………………………………………………..1
Background of the Study …………………………………………………………………………………..2
Problem Statement ……………………………………………………………………………………………4
Purpose of the Study …………………………………………………………………………………………6
Research Questions …………………………………………………………………………………………..8
Advancing Scientific Knowledge ……………………………………………………………………..10
Significance of the Study …………………………………………………………………………………15
Rationale for Methodology ………………………………………………………………………………18
Nature of the Research Design for the Study………………………………………………………20
Definition of Terms…………………………………………………………………………………………25
Assumptions, Limitations, Delimitations …………………………………………………………..26
Assumptions. ………………………………………………………………………………………….26
Limitations. ……………………………………………………………………………………………27
Delimitations. …………………………………………………………………………………………28
Summary and Organization of the Remainder of the Study ………………………………….28
Chapter 2: Literature Review …………………………………………………………………………………30
Introduction to the Chapter ………………………………………………………………………………30
Background to the Problem ……………………………………………………………………………..32
Conceptual Framework ……………………………………………………………………………………34
Transformational learning theory………………………………………………………………35
ix
Social cognitive theory…………………………………………………………………………….36
Professional learning communities. …………………………………………………………..37
Review of the Literature ………………………………………………………………………………….39
Qualitative PLC research. ………………………………………………………………………..40
PLC’s focus on teaching and learning ……………………………………………………….43
Professional development. ……………………………………………………………………….56
Teacher perceptions of PLCs. …………………………………………………………………..62
Transformational learning. ……………………………………………………………………….64
Social cognitive theory…………………………………………………………………………….70
Methodology and Instrumentation …………………………………………………………………….76
Questionnaires. ……………………………………………………………………………………….82
Interviews. ……………………………………………………………………………………………..83
Archival data. …………………………………………………………………………………………83
Summary ……………………………………………………………………………………………………….84
Chapter 3: Methodology ……………………………………………………………………………………….88
Introduction ……………………………………………………………………………………………………88
Statement of the Problem …………………………………………………………………………………89
Phenomenon and Research Questions ……………………………………………………………….90
Research Methodology ……………………………………………………………………………………91
Research Design……………………………………………………………………………………………..94
Population and Sample Selection………………………………………………………………………97
Sources of Data ………………………………………………………………………………………………98
Questionnaires ………………………………………………………………………………………..99
Interviews. ……………………………………………………………………………………………100
x
Archival data. ……………………………………………………………………………………….101
Validity ……………………………………………………………………………………………………….102
Reliability…………………………………………………………………………………………………….102
Data Collection and Management ……………………………………………………………………103
Data Analysis Procedures ………………………………………………………………………………106
Ethical Considerations …………………………………………………………………………………..108
Limitations and Delimitations…………………………………………………………………………110
Summary ……………………………………………………………………………………………………..111
Chapter 4: Data Analysis and Results ……………………………………………………………………114
Introduction ………………………………………………………………………………………………….114
Descriptive Data……………………………………………………………………………………………115
Questionnaire descriptive statistics. …………………………………………………………117
Interviews. ……………………………………………………………………………………………124
Archival data. ……………………………………………………………………………………….126
Data Analysis Procedures ………………………………………………………………………………129
Preparing raw data for analysis. ………………………………………………………………129
Thematic analysis ………………………………………………………………………………….131
Results …………………………………………………………………………………………………………133
Definition of PLC………………………………………………………………………………….134
Research Question 1………………………………………………………………………………136
Theme 1. Collaborative teams. ……………………………………………………………….138
Theme 2. Data-driven decisions focused on student success……………………….140
Theme 3. Shared responsibility, commitment, and buy-in to a common
practice. ……………………………………………………………………………………….142
Summary of Research Question 1. …………………………………………………………..147
xi
Research Question 2………………………………………………………………………………149
Summary of Research Question 2. …………………………………………………………..159
Research Question 3………………………………………………………………………………160
Summary for RQ3. ………………………………………………………………………………..169
Summary ……………………………………………………………………………………………………..170
Chapter 5: Summary, Conclusions, and Recommendations ……………………………………..174
Introduction ………………………………………………………………………………………………….174
Summary of the Study …………………………………………………………………………………..176
Summary of Findings and Conclusion……………………………………………………………..179
Research Question 1………………………………………………………………………………181
Research Question 2………………………………………………………………………………184
Research Question 3………………………………………………………………………………187
Implications………………………………………………………………………………………………….190
Theoretical implications. ………………………………………………………………………..191
Practical implications …………………………………………………………………………….195
Future implications ……………………………………………………………………………….197
Recommendations …………………………………………………………………………………………198
Recommendations for future research ……………………………………………………..199
Recommendations for future practice. ……………………………………………………..199
References …………………………………………………………………………………………………………202
Appendix A. IRB Approval Letter………………………………………………………………………..210
Appendix B. Letter of Consent …………………………………………………………………………….211
Appendix C. Permission Letters to Use the Instruments Copy of Instruments ……………212
Appendix D. Copy of Instruments ………………………………………………………………………..213
xii
Appendix E. Interview Protocol/ Participant Consent ……………………………………………..217
Appendix F. Recruitment Letter …………………………………………………………………………..220
Appendix G. Questionnaire Results Part 1 …………………………………………………………….221
Appendix H. Questionnaire Results Part 2 …………………………………………………………….224
Appendix I. Sample of Transcribed Interviews ………………………………………………………228
Appendix J. Interview Analysis ……………………………………………………………………………238
Appendix K. Questionnaire Part 2 Example of Coding Process ……………………………….247
xiii
List of Tables
Table 1. Questionnaire Participant of Years Taught at Current School …………………… 116
Table 2. Questionnaire Participant of Years Teaching Current Subject or Grade Level 117
Table 3. Rating Average for Questionnaire Part 1 ………………………………………………… 118
Table 4. Participant Definitions of PLCs …………………………………………………………….. 120
Table 5. Participant Perceptions of PLCs Usefulness ……………………………………………. 122
Table 6. Questionnaire Item 40 Responses ………………………………………………………….. 123
Table 7. Questionnaire Item 41 Responses ………………………………………………………….. 124
Table 8. Archival Data Supporting School Improvement ……………………………………… 128
Table 9. Key: Identified Codes for Items 38-41 …………………………………………………… 132
Table 10. Research Question 1 Emergent Codes and Themes ………………………………… 137
Table 11. Advantages and Barriers Related to Shared Commitment ………………………. 144
Table 12. Research Question 1 Themes ……………………………………………………………….. 146
Table 13. Research Question 2 Emergent Codes and Themes ……………………………….. 150
Table 14. Research Question 2 Themes ………………………………………………………………. 157
Table 15. Research Question 3 Emergent Codes and Themes ……………………………….. 160
Table 16. Research Question 3 Themes ………………………………………………………………. 168
xiv
List of Figures
Figure 1. Teacher perceptions of school PLC model ……………………………………………… 119
Figure 2. Interview participant demographic data. ………………………………………………… 125
Figure 3. Interview minutes and transcribed pages. ………………………………………………. 126
Figure 4. Percent of students passing statewide (English language arts and math)
assessment in 2006-07 compared to 2009-10. …………………………………………. 127
1
Chapter 1: Introduction to the Study
Introduction
Recent reforms in education and calls for increased accountability have caused
administrators and teachers to implement a variety of programs and strategies designed to
improve student achievement. One concern among stakeholders is that teachers can no
longer work in isolation if the staff is collectively responsible for the learning of all
students. Therefore, measures have been introduced in school systems designed to
increase teacher collaboration. One of these structures is the Professional Learning
Community (PLC), which Darling-Hammond and Richardson (2009) touted as the new
paradigm of professional development. A PLC is a small team of teachers committed to
meeting regularly and working collaboratively on shared goals in order to improve
achievement for each individual student they serve (Dufour, Dufour & Eaker, 2008).
Valentin (2014) contributed that the success of PLC models depends on the nature
of teacher participation and collaborative efforts. Hence, the accomplishment of the
teams depends on the teachers, who need to use their collaborative time to engage one
another in critical dialogue. Chong and Kong (2012) added that successful teaching
requires that PLCs as a training tool need to be intensive, ongoing, and connected to
practice. Yet, how teachers use their time in PLCs and how teachers perceive this
collaboration influences their growth as instructors is not well studied.
Valentin (2014) also noted that most studies on PLC models have been on how
collaboration impacts student achievement. Few studies have been conducted to explore
teacher perspectives on PLC implementation and models. Furthermore, C. Stewart (2014)
recommended that further empirical research regarding PLC’s as a school reform model
should be addressed to gain additional insight into the success and sustainability of
2
PLC’s. Thus, this research effort pursued K-8 teacher perspectives on how PLCs models
are implemented with a focus on teaching and learning and how teachers perceived
participation in PLCs influenced their professional growth and development.
This chapter provides the background of the study and establishes the problem
determined in prior research. Further, the information presented in this chapter highlights
the purpose of this endeavor and defines the research questions this researcher sought to
answer. In an effort to provide substantial knowledge to advance the work of PLCs, this
chapter identified how the information will advance the scientific knowledge and provide
significance as well as determine the most effective methodology to seek trustworthy
results. The research design will be explained in more detail along with defining the
common terms used throughout the study. Finally, the assumptions, limitations and
delimitations are clarified and explained in more detail that may challenge the process.
Background of the Study
Reforms in education, including the No Child Left Behind Act, referred to as
NCLB (2001), Race to the Top (2011) and most recently, the implementation of the
Common Core Standards have required teachers to learn and develop new instructional
and collaborative skills. In order to provide more time and opportunities for teachers to
develop these needed skills, many schools have implemented collaborative models such
as PLCs. Supporters of PLCs indicated that team members should collaborate as a unit to
examine student achievement data in order to discuss, design and implement instruction
to improve teaching and learning (Bitterman, 2010). However, Thessin (2015) found that
obstacles to the successful implementation of the PLCs was a lack of training,
administrator support and clarity of PLC components. Schools that implement PLCs must
offer teachers time, training, and guidance in order to collaborate and plan instruction
3
designed to improve student learning. Additionally, a crucial consideration must be that
the implementation plans include the professional development framework of a school
based PLC, a school culture that supports the collaborative efforts, and a readiness by
school leaders to engage and communicate the expectations (Thessin, 2015).
Further, there is a wealth of information that supports the idea that PLCs “provide
a framework and process for ongoing learning and professional growth” (Stegall, 2011, p.
9). According to Chong and Kong (2012), teaming and collaboration models require that
teachers have time to meet regularly to promote their instructional expertise. More
significantly, this type of job-embedded teacher development is a direct result of
sustained learning.
Schmoker (2006) maintained that in PLCs, teachers work with experts in
education and one another to learn about and discuss instructional techniques that will
improve the teacher’s skills, but also improve student learning. During this time, team
members tap into each other’s existing capabilities and potential (Schmoker, 2006) to
further develop a common repertoire of instructional skills. These collaborative
experiences provide teachers needed opportunities to develop a refined craft and instill
good teaching practices into authentic settings, hence change manifests into ongoing
student achievement. Further, these critical conversations that teachers engage in often
bring about creative conflict that leads to improved instruction. Disagreement and
disequilibrium that comes with the critical questioning, debates and discourse about best
practices, although difficult, can extend the professional growth of teachers (Owen,
2014). Prior studies have been conducted on the relationship between the implementation
of PLCs and student achievement (Scott, 2012) and the impact that collaborative
frameworks such as PLCs have on teacher self-efficacy (Romeo, 2012; Stegall, 2011).
4
Valentin (2014) highlighted the important role that teachers play in the success of
PLCs, but also noted that limited research exists on teacher perspectives of how this
collaborative structure actually works in terms of improving the instructional skills and
development of teachers. In a study of teacher perspectives related to science PLCs,
Bitterman (2010) found that in order for teachers to be aware of the latest research on
instruction and learning, they needed a structured framework for the PLC process to
benefit. That framework allocates time for teachers to plan and develop as professionals.
They also needed a growth mindset and focus on inquiry to best support this way of
developing. Like Valentin, Bitterman (2010 recommended more study on the topic of
how teachers describe they implement PLC structures to not only improve student
learning, but to also adopt that “inquiry” mindset as they grow professionally as
educators. C. Stewart (2014) also suggested additional empirical research regarding PLCs
as a school reform model and how to sustain their effectiveness be addressed.
Therefore, a gap existed related to PLC models and how they extend the growth
and development of teachers. These collaborative experiences provide teachers
opportunities and are an essential component of school improvement efforts if explicit
training is provided to teachers on how they will learn to engage in this process (Thessin,
2015). This study explained the influence of collaborative teaming models for teacher
development within professional learning communities in K-8 schools with a focus on
teaching and learning, and how educators perceived participation in PLCs influenced
their professional growth and development.
Problem Statement
It was not known how professional learning community models in one K-8 school
were designed and implemented with a focus on teaching and learning, and how
5
educators perceived participation in professional learning communities influenced their
professional growth and development. Prior research focused on the relationship between
the implementation of PLCs and student achievement, but Valentin (2014) noted that
limited research exists on teacher perspectives of how this collaborative structure actually
works. Furthermore, Bitterman (2010) found teachers needed a structured framework for
the PLC process and also needed a growth mindset and a focus on inquiry. Bitterman
(2010) recommended more study on the topic of how teachers describe they implement
PLC structures to improve teaching, learning and also how they adopt that “inquiry”
mindset. C. Stewart (2014) suggested further empirical research regarding PLCs as a
school reform model and how to sustain their effectiveness. Therefore, a gap existed
relative to PLC models and how they extend the growth and development of teachers.
This study was conducted to address the gap of how teachers perceive PLCs, how the
structure fosters an inquiry and growth mindset and how teachers perceived factors and
conditions that created sustainable PLCs.
With respect to collaborative teaming structures, there are three conditions that
support teacher change or improvement these include: embedded professional
development, a focus on learning outcomes, and organized time provided by the school to
collaborate (Chong & Kong, 2012). However, these three conditions pose significant
challenges and obstacles for many schools as teachers struggle to find time to meet for
collaboration; administrators often offer inadequate guidance and expectations for the
PLC framework, and teachers lack training on data-based decision making. Therefore, the
most important group affected are students, who stand to benefit from teachers who know
how to use data to improve learning. Similarily, teachers are also affected as they need
time to move from the traditional structure of working in isolation to working as a group
6
to grow as instructors and educators (Thessin, 2015; Valentin, 2014). Hence, PLC
structures, when implemented correctly, offer teachers opportunities to engage one
another in insightful, critical, and reflective dialog, engaging in a solution for sustained
improvement (Hord, 1997).
Therefore, there are important details that were explored in this case study to
determine how collaborative teaming models are perceived by educators to advance
professional growth including: addressing poor student performance, acknowledging that
not all teachers have the skills to address particular student needs, and addressing the
discourse of new content and teaching strategies (Van Lare & Brazer, 2013). The
contributions and the results of this study added to the extensive knowledge by
determining how professional learning community models in one K-8 school are
designed and implemented with a focus on teaching and learning, and how educators
perceived participation in professional learning communities influenced their professional
growth and development. Teachers needed to be willing and able to effectively
collaborate in PLCs to improve instruction and learning. The results of this study
provided information regarding the perceptions of teachers and the ways they collaborate,
which could be replicated by other leaders in similar settings. In addition, the impact on
teacher development within effective professional learning communities promotes a more
authentic way that will ensure sustainable change in education, with the end goal being,
improved student achievement.
Purpose of the Study
The purpose of this qualitative case study was to investigate how professional
learning community models in one K-8 school are designed and implemented with a
focus on teaching and learning, and how educators perceived participation in professional
7
learning communities influenced their professional growth and development. PLCs are
designed to respond to the instructional needs of teachers for direct student achievement
(Stegall, 2011). Further, the recommendation of the work presented in PLCs have
impacted teacher learning that support state and national expectations.
The target population for this study is comprised of public school educators that
have been involved in the building, sustaining and implementing of the PLC process in a
K-8 school in the southwest. The facilitation of PLCs in schools demand an intentional
definition of learning and a framework that support leaders in thinking about what counts
as learning within collaborative groups and how organizational leverages that engage
instructional learning (Van Lare & Brazer, 2013). Therefore, the involvement of a variety
of educators that include: administrators, primary, intermediate and middle school
teachers were included to explore the perception of those involved in collaborative
teaming. This qualitative study required a rigorous in-depth analysis of transcribed data
(Saldana, 2013); therefore, the interviewed public school educators was limited to 16,
with questionnaires being collected from at least 30 participants and archival data being
used to support the outcome of increased student achievement supporting the results of
this study.
It was essential that a qualitative approach be employed to support this study.
School environments offer current experiences in terms of reality, which ultimately will
lead the observer to witness the dynamics of a PLC in a natural setting (Baxter & Jack,
2008; Yin, 2014). Case studies often connect to workplace issues (teacher development)
and usually connect with something happening in an organization or institution
(employing PLCs); therefore, qualitative was the most prominent way to answer the
research questions provided by the researcher. In addition, this case study sought to offer
8
an explanation of the phenomenon on how professional learning community models in
one K-8 school are designed and implemented with a focus on teaching and learning, and
how educators perceived participation in professional learning communities influenced
their professional growth and development.
Research Questions
The goal of this case study was to investigate how professional learning
community models in one K-8 school are designed and implemented with a focus on
teaching and learning, and how educators perceived participation in professional learning
communities influenced their professional growth and development. The research
questions were developed using the rigorous, previous literature, which elicited
researcher recommendations for additional study. This case study provided a solution to
the identified problem, how PLC models in one K-8 school are designed and
implemented with a focus on teaching and learning and how educators perceived
participation influenced teacher development. The questions that guided this research and
have assisted with designing the interview questions and questionnaire (Appendix D) are
as follows:
R1: What are teacher perceptions of the professional learning community model
being implemented in one K-8 school district located in the southwest region
of the United States?
R2: How are professional learning communities in one K-8 school district in the
southwest region of the United States structured and implemented to show a
primary focus on databased decisions to improve teaching and learning?
9
R3: How do K-8 educators explain and describe how participation in professional
learning communities influences their professional growth and instructional
effectiveness in the southwest region of the United States?
The purpose of Research Question 1 was created to determine how teachers
perceive the PLC implementation within the K-8 school district and if there is
consistency of the model. Further, this question determined to what degree does the
districts PLC model impact teaching and learning. This question was answered by using
the interview protocol and questionnaire completed by participants.
The second question lead the researcher to further determine how teaching and
learning are the focus of the district’s PLC model and if this was true, what data based
decisions are being made and more importantly what data supports that the PLC
implementation is effective. This question was answered with the interview protocol,
questionnaire and archived data; which included school improvement plans aligned with
current and past data provided by each school site as well as PLC team minutes.
The purpose of the third question was to provide this researcher with perceptions
derived by participating in PLCs. This question captured the essence of professional
growth and instructional effectiveness as explained by the participants that have
perceived influential change. This question was answered by using the interview protocol
and questionnaire completed by the participants.
Bitterman (2010) conducted a study on teacher perspectives and the impact of
PLCs on student learning in science, yet the results did not include K-8 teacher
perspectives on professional growth and development. This researcher obtained
permission from Bitterman to use, modify or add to instruments from that study to further
the knowledge (see Appendix C) of PLCs. All teachers from the participating schools that
10
contributed to PLCs were recruited to complete Bitterman’s questionnaire in order to
provide specific recommendations to the problem that was being addressed. Additionally,
the researcher conducted interviews in order to capture, in detail how teachers perceived
the PLC structure being implemented aligns with the three guiding questions and
Dufour’s (2006) six PLC characteristics:
1. Shared purpose, clear direction, collective commitments and timeline goals all
aligned to student learning
2. Collaborative culture focused on teacher development
3. Inquiry best practices and current reality
4. Action oriented with an emphasis on learning by doing
5. A commitment to continued improvement by assessing student learning
6. A results oriented approach.
Finally, the archival documents used in this study were meant to explore the
impact, which specifically related to structuring and implementing PLCs with a focus on
improved teaching and learning, focused on student results. The archival school
achievement data showed the progress and sustainment of growth in one school district
over the course of the PLC implementation. The selected school district had been
highlighted as a recognized PLC model in the southwest which validated the contributing
success. The questionnaire results were provided to explain the perception of teachers as
well as provide a more in-depth understanding of the implemented structure of PLCs that
support improved teaching and learning. Furthermore, the interviews captured the
educators’ description of how participation in PLCs influenced their professional growth
and instructional effectiveness.
Advancing Scientific Knowledge
Dufour, Dufour and, Eaker (2008) noted that the most effective professional
development experiences are those that include opportunities for teachers to collaborate
and learn “on-the-job,” through observing others and applying what is learned in
11
workshops and other training experiences. Professional learning communities offer a
structured format to facilitate these embedded learning opportunities for teachers. Hord
(1997), identified characteristics of PLCs that facilitate improvements in teaching and
learning. These include: a collective creativity amongst stakeholders and reflective
dialogue that includes current reality and best practice that facilitates decisions about
teaching and learning within the culture of the school. Teacher learning that impacts
instruction and student learning may not always be focused on one content area or one
grade level, but on the skills necessary that support explicit instructional strategies and
work in all learning environments. Severage (2008) found that PLCs are viable forums
for teacher collaboration, however, PLCs do not always operate as they should.
A major barrier to school reform efforts is the fact that most teachers are
accustomed to working alone in their classrooms (Schmoker, 2005; Voelkel, 2011), but,
this practice of isolation no longer meets student-learning needs. Increased calls for
accountability and higher test scores, coupled with the need to produce graduates who
can compete in a global market, have left administrators seeking ways to improve
schools, teaching, and learning. Principals “have attempted to redistribute resources,
reorganize instructional staff, redesign curricula, restructure the school day, and provide
interventions to under-performing students in the hopes of improving student
achievement” (Voelkel, 2011, p.4 ). One reform initiative that many administrators have
implemented is professional learning communities.
Working with others in a professional learning community requires a different or
new set of skills and attitudes for teachers who are used to working in isolation and with
a great deal of autonomy. While the benefits of PLCs are strong, there are often
inconsistencies between the way they “should” operate and how they operate in reality.
12
Additionally, they are not always sustainable over the long term, leaving many
administrators and teachers wondering why some are successful and others are not
(DuFour, DuFour, & Eaker, 2008). Voelkel (2011) recommended more studies be
conducted to determine the reasons behind implementation of PLCs and how to foster
their sustainability.
Bitterman (2010) conducted a study to determine teacher perspectives of PLCs in
middle school science classrooms. Bitterman used a modified survey initially used by
Bolam, McMahon, Stoll, and Thomas (2005). Additionally, interviews were conducted
with teachers from three middle schools. Four themes emerged as results. These included
identification of learning trends, organizational support for the learning community, an
inquiry mindset for teachers and the need for time to plan and more professional
development on the topic. Bitterman recommended more research be conducted to
determine how professional learning communities are sustained, how they offer
professional development for teachers, and how they are implemented to make a
difference in curriculum design, lesson delivery and student learning outcomes. Finally,
Valentin (2014) recommended more study on teacher perspectives of the PLC process.
This current case study addressed these gaps that remained significant to how
professional learning community models in K-8 schools can be implemented in one K-8
school and how they are designed and implemented with a focus on teaching and
learning. Most importantly, this study sought to determine how educators’ perceived
participation in professional learning communities influenced their professional growth
and development. Furthermore, this PLC study addressed the nature of collaborative
learning, which can significantly impact a positive working relationship amongst school
13
level colleagues facing challenging reform requirements (Piercy, 2010; Doherty, Walsh,
Jacobs & Neuman-Sheldon, 2010).
The researcher used a questionnaire, interviews and archival documents to collect
data. The questionnaire results explained the perception of teachers as well as provided
an in-depth understanding of the implemented structure of PLCs that support improved
teaching and learning in the district. Furthermore, the interviews took into account the
educators’ description of how participation in PLCs influenced their professional growth
and instructional effectiveness. Finally, archival documents were reviewed to show the
progress and sustainment of growth in one school district over the course of the PLC
implementation process.
Transformative learning theory and the social cognitive theory were ideal
conceptual frameworks for this qualitative research design as well as a focus on teacher
development (Chong & Kong, 2012). This research utilized the framework for
professional learning communities, social cognitive theory and the transformational
learning theory to guide the research study. Additionally, the work of researchers and
theories that have common frameworks significant to PLCs, the concept of PLCs
provided supportive evidence related to the social cognitive theory.
Bandura’s social cognitive theory was referenced to gain more understanding on
the perception of effectiveness (efficacy) and capability to produce result driven
instruction. Bandura (1986) explained that the conditions for learning are a result of
social cognition, which addresses the relationships between environmental and individual
behavior; one is contingent upon the other. Further, Bandura implied that learning
through observation is an occurrence of the impact of the environmental factors relative
to indivdiual behavior. Chong and Kong’s (2012) lesson study also provided evidence for
14
successful collaboration that supports teacher efficacy and described processes that
specifically improved content knowledge. The authors summarized the process for
sustaining effective instructional strategies. This current study extended those results by
elaborating on the perception of educators on teacher development, reinforced by
organization and structure.
Transformational learning occurs in response to critically examining a current
belief or practice and developing a different perspective as a result of discourse, selfreflection and analysis (Mezirow, 1997). Transformational learning is crucial for
sustained opportunities to grow professionally and naturally, supported this study as well.
Ideally, this type of learning begins with honest dialogue and critical self-reflection.
Mezirow determined that there are four processes of learning, which include: elaborate
on a current point of view, establish new points of view by encountering the differences
of others, and by critically reflecting on biases set by one’s own belief. Likewise,
intentional conversations and actions that identify instructional strengths and weaknesses
are shared through formative experiences in PLCs.
Teachers that engage with colleagues, in the PLC format, clearly participate in
transformational learning as they begin to examine their practice critically and develop
different perspectives that deepen their understanding (McComish & Parsons, 2013).
PLCs offer teachers the structured time to meet and focus solely on use of data to
improve teaching and learning. Thus, as teachers collaborate and observe the work of
their colleagues, they should or have the opportunity to engage in reflection and
transform their instructional practices. Those “aha” moments come through watching
others work and identifying practices that one can implement in their own classroom
15
teaching. These in-depth observations cannot occur in the traditional, isolated format of
schools.
Mezirow (2003) indicated that the art of transformational learning is an attitude
adjustment based on new knowledge and the application being transformed into
autonomous practice. The transformative learning theory supported in Servage (2008)
finding’s showed a “significant personal and professional growth” (p.69) in the
concluding efforts. The author identified that the transformative learning theory supports
the following: “enhance our understanding of learning by collaborating and shifts the
emphasis to a communicative framework more appropriate for exploring any
transformative potential” (p.69). Teachers can see the successes of others in a
collaborative format and the collective whole of the group can be leveraged to implement
effective teaching and learning strategies that results in improved performance for both
teachers and students. If this is so, the results of this study substantially contribute to the
transformational learning theory, social cognitive theory and the foundations of PLCs as
perceived and applied to adult learning and organizations and structures within
collaborative teams focused on result driven instruction.
Significance of the Study
The importance of this study occurred as the researcher explored how
professional learning community models in one K-8 school are designed and
implemented with a focus on teaching and learning, and how educators perceived
participation in professional learning communities influenced their professional growth.
Many studies have been conducted on the relationship between the implementation of
PLCs and student achievement (Scott, 2012) and the impact that collaborative
16
frameworks such as PLCs have on teacher self-efficacy (Romeo, 2012; Stegall, 2011),
yet the specifics of perception were not explored.
Scott (2012) conducted a study wherein results revealed that participants believed
that a PLC can provide opportunities for authentic collaboration, but before student
learning can improve, teachers must first improve. This study provided an opportunity to
also seek how an organized structure captures the most effective PLC model. Stegall
(2011) and Romeo’s (2010) research studies showed that teacher efficacy was
substantially higher when they were members of a collaborative team in an environment
built on trust. In addition, the researchers indicated that PLCs were valuable in the school
reform movement. The efforts and results of the experts have provided that more in-depth
studies are required to glean perception of educators on how PLC structures support
teacher and student learning.
The recent works which investigated PLCs and the viable nature of collaboration
remains significant in the efforts of educators as well as the embedded opportunities for
professional development to meet the ongoing needs of a range of teachers (Fieldman &
Fataar, 2014). More specifically, the results of Scott (2012) concluded the importance of
PLC structures that are intentionally designed to support teacher collaboration; providing
instructional tools and time promoted lifelong learning and the ability to increase student
achievement beyond average acceptance.
Romeo’s (2011) findings on relationships between teacher self-efficacy and
established PLCs are limited, although the author aligns the findings to the structure of
the study the contributing efforts on relationships is crucial. Romeo (2011) highlighted
the importance of trusting relationships to create collaboration within school frameworks
as a common theme amongst many participants. Further, it can also be concluded that the
17
importance of establishing opportunities for teachers to develop, initiate change, assume
more responsibility and lead beyond the classroom serves as a catalyst for sustaining
teacher development. Therefore, the efforts of this study outlined the importance of
establishing a specific structure for a functioning PLC. Finally, in a 2010 study conducted
by Bitterman (2010), the author provided evidence that supported themes captured in a
PLC, which included constant collaboration centralized on effective instruction that
impacts student learning. The research also provided that schools must not only focus on
improved teaching strategies but improved learning opportunities that are meaningful to
teachers.
This study contributed to existing studies by providing more specific details on
the influences of collaborative teaming models for teacher development within
professional learning communities and teacher perceptions of participation. Further, it
remained crucial to determine, how PLCs are structured and implemented to focus on
data based decision making that support improved teaching and learning. The investment
of time, funding and resources associated with the implementation of PLCs are
substantial (Doherty, Jacobs, Neuman-Sheldon, & Walsh, 2010). Therefore, the potential
of this study was meant to increase organizing and structuring a PLC working
environment that is perceived as meaningful and supportive to teachers and educational
professionals, yet data driven.
Therefore, the value of this study was to teachers, local community and society so
that one could determine methods to encourage sustained and consistent professional
growth for all teachers over time through the structure and implementation of a PLC
(Stegall, 2011). The resulting outcomes translated to improved student learning, which in
turn, contributed to positive outcomes in the local community and society in general, as
18
students become more apt to leave school career ready (Dufour 2009). The
determinations inclusive of establishing a high functioning PLC are a direct contribution
of how organizations are structured and supported, and the most important component of
this particular forum is often the teacher. Hence, districts and schools must acknowledge
and support the development of those who are significantly influential of student success
(Marzano, 2003).
Rationale for Methodology
The qualitative methodology provides tools to study complex phenomena within
context (Baxter & Jack, 2008). Punch (2014) stated “qualitative research is empirical
research where the data are not in the form of numbers” (p.3), and the opposite is true of
quantitative research, which is empirical research where the data examined is that of
numbers (Punch, 2014). Further, qualitative research is descriptive, rather than predictive
and provides an in depth understanding of the phenomenon being studied. This researcher
sought to do just that by capturing an in-depth understanding which was crafted by
netting the words and phrases of educators immersed in the work of PLCs and sharing
their story. This occurred by exploring the detailed responses of each research question
and the descriptive account of the profound concepts explored in the work produced in
this case study.
Baxter and Jack (2008) found that observing the action in an authentic setting
allows the desired phenomenon to transpire in a natural context and a deeper
understanding for the researcher’s conclusion may be formed. In this case, PLCs were
being conducted on site within school organizations. The dedicated work and outcomes
of the PLCs are embedded into the classroom teaching and are contributing to teacher
development in a continuous fashion.
19
Yin (2014) indicated that qualitative studies are most commonly used to
understand complex phenomena, allowing the focus to be on a real world occurrence by
studying organizational processes and perspective. This researcher entered the natural
setting by meeting participants in his/her school environment in the midst of an authentic
working environment; the school or classroom. The wealth of information provided in
this narrative format captured the magnitude and the significance of perceptions that a
quantitative analysis would not support or accurately, respond to the described
phenomenon.
Further, exploring a contemporary phenomenon required the investment of this
researcher to seek perceptions of participants in his/her daily work, and was essentially,
the outcome of this case study. Yin (2014) indicated that a case study is most commonly
used to understand complex phenomena, allowing the focus to be on a real world
occurrence by studying organizational processes and perspective. In contrast, a
quantitative approach uses statistical comparisons and numbers to infer results. A
quantitative study would not adequately represent the perception of individuals as
accurately as a qualitative format (Yin, 2014).
For the purposes of this study, a qualitative method was the best method due to
the fact that the gap being addressed is that the researcher wants to give the teachers a
voice regarding their perspectives of how participations in PLCs influences their
professional growth. According to Yin (2014), allowing a real world focus on
organizational processes and perspectives are most often the work of a case study.
A qualitative method was the best method to address the research questions as
they focus on the meaning teachers ascribe to their experiences regarding collaboration,
how they use this particular structure to improve their craft and student learning, and how
20
working with colleagues improves their professional skills. The intent of this case study
explored perspectives, according to Baxter and Jack (2008), a qualitative format is the
authentic design to capture action in an authentic setting. This data needed to be
measured with words as opposed to numbers (Yin, 2014). Additionally, the researcher
did not seek to establish a correlation or causation between two or more variables.
Therefore, a quantitative method was not appropriate (Golfshani, 2011).
Nature of the Research Design for the Study
A case study design was used for this research study. Yin (2014) stated, “a case
study is an empirical inquiry that investigates a contemporary phenomenon (the case) in
depth and within a real world context” (p.16). With regard to this study, the phenomenon
explored was how professional learning community models in one K-8 school are
designed and implemented with a focus on teaching and learning, and how educators
perceived participation in professional learning communities influenced their professional
growth. A case study provided an approach to research that explored a phenomenon
within a context using an array of data sources (Baxter & Jack, 2008; Nobel & Smith,
2015). In alignment with this description, multiple sources of data were used for this case
study to explore the phenomenon of collaboration as a form of teacher growth and
development.
The rationale for design was the most prominent to support the research questions
and support the findings. Other qualitative designs were considered for this study, but
were discarded. The qualitative approach described as a phenomenology is further
explained by Randies (2012) who determined that the goal of this design is to explore a
common lived experience that a group of individuals have in common. Phenomenology is
a study of the common lived experience of a group of individuals, such as experiencing
21
the adoption or infertility process. This study did not really seek to identify the
experience as not all teachers due to collaboration practices or reflective practices will
have that experience in common. Therefore, this design was discarded. Using a
phenomenology does not include the use of various forms of instruments to confirm the
trustworthiness of a study (Randies, 2012).
Ethnographic studies cultures of people within the living environment and
attempts to make sense of culture being observed. This methodology required the
researcher to become situated in the environment to observe the interactions, actions and
surroundings of the group (Broussard, 2006). The length of time to study a culture of
people is considerable to gather the appropriate findings. An ethnography study may
include a specific religious practice or ethnic neighborhood; the results are derived by
intense observations. This research conversely pursued to determine perception based on
authentic responses of the participants in the work setting, therefore this methodology
does not align with the desired solution.
Another qualitative methodology is grounded theory. Grounded theory is
comprised of the following: coding of ample and diverse information, continuous
comparison of data, and organization into categories and formulating a theory of nonmeasureable findings. (Mateos-Moreno & Alcaraz-Iborra, 2013). An example of
grounded theory might include a derived theory based solely on the literature to support a
type of personality that elicits effective management in the work place. The data
collection in this study did not involve formulating a theory as a viable method of
answering the research questions. Further, the purpose of this case study was to
determine how professional learning community models in one K-8 school are designed
and implemented with a focus on teaching and learning, and how educators perceived
22
participation in professional learning communities influenced their professional growth.
The importance of capturing the different perspectives was crucial to determine the
solution and further advance the knowledge of PLCs. Therefore, this researcher
considered a case study as the most effective mode of explaining the results.
This researcher determined that a qualitative case study was the best design to
address the problem: how professional learning community models in one K-8 school are
designed and implemented with a focus on teaching and learning, and how educators’
perceived participation in professional learning communities influenced their professional
growth. More importantly, the intent of this study was to seek the authenticity of
perception. In this case, it was significant to explore the details within a context of a
school environment that promotes an in-depth explanation of the design and
implementation of PLCs that lead to teacher development.
This explanatory case study contributed to the three conditions leading to a strong
case study design: the exploration of conditions over time, and an in-depth inquiry of the
case and contextual conditions (Yin, 2012; 2014). The most common is the inclusive of
conditions over time or beginning and ending within a timeframe, which specifically
relates to the condition of events that have created the current state. In this case, the
evolving work of PLCs within the school organization over a 4 to 6-week timeframe was
used in this study. Next, in-depth inquiry is delved by multiple situations leading to the
learning that continues to transpire, in this case the evidence collected in the results of the
questionnaires and interviews were rationalized. Finally, the contextual conditions, which
encompass data surrounding the case, in this situation the contextual conditions which
were the outcomes of the implemented PLCs relative to data provided by the district in
archival form were considered.
23
Finally, the sample, comprised of K-8 school teachers who participated regularly
in PLC’s were chosen. This single case (one school district) will help the researcher
determine how this collaborative structure is implemented within one setting (Yin, 2012).
The single case is critical as the researcher sought to determine how the school had
implemented PLC structures that had sustained over time and if, or how the collaborative
structure contributed to the reflective actions of teachers. It was imperative that the
results of this study consider teachers who had a similar experience within a PLC
framework. To determine the significance of transformation, required a thorough
investigation aligned to qualitative characteristics that maintain importance. Additionally,
the recommendations of previous researchers, presented findings in limited formats that
suggested using additional methods to further a more complex investigation of the
phenomenon embedded into the PLC concept (Chong & Kong, 2012) be selected.
The target population for this study consisted of all K-8 teachers in schools who
participate in PLCs. The sample was comprised of no fewer than 30 teachers who gave
consent to participate in this study. The sample selected included no more than 16 public
educator, interview participants: four administrators, four primary teachers (K-2), four
intermediate (3-6), and four middle-school teachers (7-8) in five southwest K-8 public
schools. The selected interviewees that particpated in the PLC model transcribed in the
district’s protocol of particpation to include but not limited to K-8 teachers that teach
various subjects or grade. School or district administrators selected had opportunties to
oversee and support the PLC models within the organizational framework. The 3-5
schools selected in the study had similar characteristics including student demographics
and had established ongoing PLCs.
24
To collect the data, the researcher used semi-structured interviews, archival data,
and a questionnaire to elicit participant responses. An interview is described as a mode of
verbal information derived from case study participants, which is usually conversational
in nature and guided by the researcher’s intent for specific findings (Yin, 2014). Further,
the interview data that was collected by the selected, purposeful sample was used to
explain how professional learning communities in one K-8 school district structured and
implemented to show a primary focus on databased decisions to improve teaching and
learning. Additionally, this information was used to further explain how educators
explain and describe how participation in professional learning communities influenced
their professional growth and instructional effectiveness. Interviews were meant to be no
less than 45 minutes and included an open-ended format to glean in-depth
understandings.
Questionnaires were provided to the 3-5 schools selected in the study. The
participants had an opportunity to respond openly to the questions. The data collected in
the questionnaires was used to glean teacher perceptions of the professional learning
community model being implemented in one K-8 school district located in the southwest.
The data collected was used to explain how professional learning communities in one K8 school district structured and implemented to show a primary focus on databased
decisions to improve teaching and learning. The archival data were used and provided by
the selected district to assist with explaining how professional learning communities in
one K-8 school district are structured and implemented to show a primary focus on
databased decisions to improve teaching and learning.
25
Definition of Terms
For the purpose of the study, the following key terms are defined to ensure a
common understanding was provided throughout this case study:
Common Core Standards. Builds on the existing state standards deemed as the
best grade specific goals. The build on the best of existing state standards, the Common
Core State Standards consistent learning goals to help prepare students for college,
career, and life (Common Core State Standards Initiative, 2015).
Collaborative inquiry. Defined within a professional learning community adheres
to collaborating on the same dilemma (Owen, 2014).
Collaboration. A process designed for working together, interdependently, to
analyze and strengthen professional practice for student improvement and teacher
improvement (Chong & Kong, 2012).
Collective inquiry. Building a shared knowledge base is created by shared
knowledge, which is a result of a question answered by the group. PLCs engage in
collective inquiry into efficient practices by examining both external and internal
evidence. (Dufour, Dufour & Earker, 2008).
Educational reform. The outcome of social and political forums requesting
school improvement to increase learning for all students regardless of race, ethnicity or
social economic status (Madsen, Schroeder, & Irby, 2014).
NCLB. No Child Left Behind Act of 2001; the intent is to improve achievement
among low-achieving students in high-poverty schools supported in school improvement
efforts aligned with federal education policy and funding (Forte, 2010).
PLC or Professional Learning Community. Refers to a small team of teachers
committed to meeting regularly; working collaboratively on shared goals in order to
26
improve achievement for each individual student they serve, thus the significance is
determining common themes amongst diverse teams of teachers within K-8 schools
(Dufour et al., 2008; Hord, 1997).
Race to the Top (RTTT). Funding efforts to support “great teachers and leaders.”
Funding is achieved through grant applications that design comprehensive and coherent
approaches to address data infrastructure, teachers, struggling schools, and
standards/assessments (Doherty, Walsh, Jacobs, & Neuman-Sheldon, 2010).
Social cognitive theory. Addresses the relationships between environmental and
individual behavior, one is contingent upon the other (Bandura, 1986).
Teaming. “A team that aligns and develops its capacity (willingness or ability) as
a team to create the desired results” (Lick, 2006).
Transformational learning theory. Learning which occurs in response to
critically examining a current belief or practice and developing a different perspective as
a result of discourse, self-reflection and analysis (Mezirow, 1997).
Assumptions, Limitations, Delimitations
Assumptions. The following assumptions may have been present in this study
and were fully, considered by the researcher.
1. It was assumed that the selected school district employees had training and
were aware of the components of effective PLCs and how they function
within a collaborative setting. Therefore, the teachers should have been aware
that a PLC may include a level of trust, a willingness of teachers to engage in
conflict in open discussion, a commitment to purpose, ability to hold one
another accountable and a focus on collective results (Piercy, 2010).
2. It was also assumed that teachers would respond honestly and openly to all
questions on the instruments being considered in this study. As educators that
are interested in student learning, selected teachers should have a vested
interest in providing honest information regarding the status of school and
districtwide PLC implementation so as to offer beneficial information to
others in a like field of interest.
27
Limitations. The limitations of such a study could be misguided by previously
embedded philosophies on professional learning communities and the identified noncharacteristics of those believed by the participants that are included in the study. For
instance, “teachers collaborate to analyze their practice and discuss new strategies and
tactics, testing them in the classroom and reporting the results to each other” must be a
shared belief within the team (Croft, Coggshall, Dolan, Powers & Killion, 2010, p. 7).
The idea of collaboration with intention is viewed as rich conversation and a significant
learning opportunity if embraced in a transparent fashion. In addition, participants were
asked to self-report data, which may limit the accuracy and applicability of the findings
as teachers will have different perceptions of PLCs.
Teacher participants may be hesitant to disclose honest perceptions related to
collaborative efforts as “school leaders must foster an organizational culture of
continuous learning and teamwork through venues such as professional learning
communities and professional norms, including, for example, an open door policy for
observing each other’s classroom” (Croft et al., 2010, p. 8). Therefore, revealing the
ongoing function may be difficult for some. This study may also have posed time
constraints on the part of the teachers willing to participate. In order to avoid this, data
collection took place at a time and place convenient for the teachers. Also, the
implementation of PLCs will be different at the various school sites, which may limit the
reliability or commonality of findings. Similarly, teacher experiences or philosophies on
professional learning communities may influence their perceptions regarding how these
collaborative structures work and their value. Therefore, the interview and questionnaires
used to collect the data may have been perceived as biased due to the perceptions of
participants used in this study, this was also considered.
28
Delimitations. The study was delimited to one school district; therefore, the
results of the study may not be applicable to other settings, or other districts. Due to time
and available resources, the researcher made the decision to use a sample of teachers who
were readily available, who also participate in PLCs on a regular basis.
Summary and Organization of the Remainder of the Study
The current study will present five chapters. This chapter provides the background
information to support the magnitude of research to support implementing PLCs. Further,
Stegall (2011) delivered an in-depth analysis of how PLCs are designed to respond to the
instructional needs of teachers for direct student achievement. The purpose of this chapter
was to glean the importance of the contributions of professional learning communities
and the power of collaboration relative to teacher learning and student achievement
relative to educational reform.
The research was based on the efforts of scholars and authors, including Bandura
(1986), Mezirow (1997; 2003), Hord (1997), Dufour (2009), Dufour et al. (2008) and
many more. The clarifying evidence built an understanding of the significance of the
structure and organization of PLCs in collaborative teams. The results from this study
explained how professional learning community models in one K-8 school are designed
and implemented with a focus on teaching and learning, and how educators perceived
participation in professional learning communities influenced their professional growth
and development.
Chapter 2 offers a literature review of current studies associated with professional
learning communities and identified themes, related to the research questions that guided
this study. Chapter 3 outlines the methodology, research design, and procedures that were
required to conclude this case study. Chapter 4 will detail how the data was analyzed and
29
will provide a written summary of the case study results. Chapter 5 will infer the
collected data to conclude with processes used to implement effective teaming as well as
recommendations for further research.
30
Chapter 2: Literature Review
Introduction to the Chapter
There is a significant amount of research supporting that professional learning
communities (PLC) offer teachers learning and training opportunities aligned with recent
reforms in education (Scott, 2012). With these increased accountability mandates,
educators have initiated a variety of programs and strategies designed to improve student
achievement. One example is the implementation of PLCs within school organizations. A
PLC is a small team of teachers committed to meeting regularly and working
collaboratively on shared goals in order to improve achievement for each individual
student they serve (Dufour et al., 2008). With this embedded approach to professional
development that structured PLCs can offer are supportive of best practices focused on
student achievement. Furthermore, this forum of teacher and student success is
paramount in ongoing collaboration.
Valentin (2014) noted that most studies on PLC models have primarily focused on
how collaboration impacts student achievement but noted that limited research exists on
teacher perspectives of how this collaborative structure actually works. In the supportive
work of Bitterman (2010, the researcher found that teachers needed a structured
framework for the PLC process to be effective. The author also indicated that a growth
mindset and a focus on inquiry were essential characteristics of high achieving PLCs.
Bitterman recommended more study on the topic of how teachers describe the
implementation of PLC structures to improve teaching, learning, and also how they adopt
that “inquiry” mindset to further understand the process. C. Stewart (2014) suggested
further empirical research regarding PLCs as a school reform model and how to sustain
their effectiveness would be a benefit to the vast knowledge of PLC organizations.
31
Therefore, a gap exists with respect to PLC models and how they extend the growth and
development of teachers.
To gather pertinent information to support this case study, this researcher
reviewed the Expanded Academic Database, using the terminology frequent in PLC
studies: “professional learning communities,” “collaboration,” “teacher learning,”
“transformational learning,” and “social cognitive theory.” This gave the researcher the
opportunity to gather peer-reviewed sources from recognized, academic venues which
resulted in the significance of PLCs and provided results of prior studies which are
included in this literature review. The conclusion of previous studies established the
defined gap in research and enabled a supportive endeavor offered in the current study.
Further, the results generated research to provide a foundational understanding of adult
learning and specifically the grounded work in transformational learning. The cited work
examines two of the scientific theories that support the conceptual framework as
described in transformational learning and the social cognitive theory.
The purpose of this study was to explore how professional learning community
models in one K-8 school are designed and implemented with a focus on teaching and
learning, and how educators perceived participation in professional learning communities
influenced their professional growth and development. Furthermore, this study was
conducted to address the gap on how teachers perceive PLCs, how the structure fostered
an inquiry and growth mindset, and how teachers perceived factors and conditions that
create sustainable PLCs.
The outline of Chapter 1 highlighted that reforms in education, including NCLB
(2001), Race to the Top (Doherty, Walsh, Jacobs & Neuman-Sheldon, 2010) and more
currently, the implementation of the Common Core Standards (Common Core State
32
Standards Initiative, 2015) have required teachers to learn and develop new instructional
and collaborative skills to engage in high-level learning (Stegall, 2009, & Valentin, 2010)
producing gains in student achievement. In order to offer more time and occasions for
teachers to develop these necessary skills, many schools have applied collaborative
models such as PLCs to support reform expectations (Owen, 2014).
The following review will first provide a historical background of PLCs and the
theories significantly, influencing the success of PLCs. Second, this review will offer the
concepts that support the framework of the organization and structure of PLCs and
outline the necessary components of PLCs to improve teacher development will be
explored. Following this examination, the theories that support adult learning will be
discussed and supported in detail. Finally, literature relating to the phenomenon will be
explored as a supportive venue that contributed to this study.
Background to the Problem
Hord (1997) described that during the 1980s, the term “professional community
of learners” evolved as the act of teachers and leaders continuously seeking new learning.
The goal of this action was to enhance effectiveness that resulted in student improvement.
This has also been touted as “communities of continuous inquiry and improvement.” The
author listed five attributes of effective professional learning communities: supportive
and shared leadership, collective creativity, shared values and vision, supportive
conditions, and shared personal practice. Professional learning communities redress
teachers’ isolation, create shared teacher responsibility for all students, and expose
teachers to instructional strategies or knowledge they did not have access to previously.
“Such communities can be venues for JEPD (job embedded professional development) as
well as other forms of reform based professional development” (Hord, 1997, p.7).
33
Schools that implement PLCs must offer teachers time, training, and guidance in order to
collaborate and plan instruction designed to improve student-learning outcomes.
Therefore, school leaders must provide clear expectations and structures in order to allow
teachers to accomplish the goals of a PLC.
Additionally, there is significant information that supports the idea that PLCs
“provide a framework and process for ongoing learning and professional growth”
(Stegall, 2011, p. 9), for example, Chong and Kong (2012) noted that teaming and
collaboration models require that teachers have time to meet regularly to promote
instructional awareness and job-embedded teacher development, which results in
sustained learning (Owen, 2014). Likewise, Schmoker (2006) noted that in PLCs,
teachers work with experts in education and one another to learn about and discuss
instructional techniques that will improve the teachers’ skills, but more importantly,
impact student learning. During this time, it is important that team members tap into each
other’s existing capabilities and potential (Schmoker, 2006). Many times, the kind of
disagreement and disequilibrium that comes with critical questioning and debates about
best practices in this discourse extends the professional growth of teachers (Owen, 2014).
Several studies have been conducted on the relationship between the
implementation of PLCs and student achievement (Scott, 2012) and the impact that
collaborative frameworks such as PLCs have on teacher self-efficacy (Romeo, 2012;
Stegall, 2011); for instance, Valentin (2014) highlighted the importance of teachers to the
success of PLCs, but also noted that limited research exists on teacher perspectives of
how this collaboration structure actually works in terms of improving the instructional
skills and development of teachers. However, a study was conducted on teacher
perspectives of science PLCs, Bitterman (2010), the author found that teachers needed to
34
be aware of the latest research on instruction and learning, there needed to be support
structures in place for PLCs to function, and teachers needed time to plan and develop as
professionals. The author indicated the importance of a growth mindset and a focus on
inquiry throughout the collaborative dialogue as a significant element to the success.
Like Valentin (2014), Bitterman (2010) recommended more study on the topic of
how teachers describe they implement PLC structures to not only improve student
learning, but to also adopt that “inquiry” mindset as they grow professionally as
educators. Like many, C. Stewart (2014) recommended further empirical research
regarding PLCs as a school reform model and how to sustain their effectiveness as an
opportunity to invest more effort to understand the process. Yet, despite keen efforts to
determine the success of PLCs, it had not yet been determined how professional learning
community models in one K-8 school were designed and implemented with a focus on
teaching and learning, and how educators perceived participation in professional learning
communities influenced their professional growth and development.
Conceptual Framework
The conceptual framework of this section provides the foundation for PLCs and
teacher development. This current research study was supported by the transformational
learning theory, social cognitive theory, and the foundations of professional learning
communities. In Bitterman’s 2014 research, the author described that a conceptual
framework for professional learning communities captured ideas to better support an
investigated phenomenon on collaborative learning. Also, Servage (2008), stated that if
“properly implemented, the professional learning community represents “transformation”
from factory modeled schools” (p.64).
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This section of the study is intended to explore the characteristics of PLCs and
how professional learning community models in one K-8 school are designed and
implemented with a focus on teaching and learning, and how educators’ perceived
participation in professional learning communities influenced their professional growth
and development. Each of these concepts were key to further understand professional
development, student learning and organizational support.
Transformational learning theory. Mezirow (1997) contended that
transformative learning is the act of automaticity of thinking and eventually occurs
naturally. In terms of adult learning, the author further explained that livelihood and the
actions of being are sometimes a direct result of how we are expected to behave. Yet, the
idea of transforming beliefs is contingent on transformative learning and changes are
clearly effected by a personal “frame of reference.” A frame of reference is grounded in
past experiences, associations, new information, conditioned responses, and values. Ideas
of others may often be rejected based on the preconceptions one may hold as truth which
can challenge a sustained change. Servage (2008) describes that transformation within
schools as a fundamental shift relies heavily on the concepts grounded in PLCs. Thus,
PLCs if implemented correctly, have a profound way of transforming new truths that
better define effective classroom instruction.
The determining factors relevant in transforming a frame of reference is through
“critical reflection on the assumptions” based on interpretation, beliefs, and habits of
mind. “Self-reflection can lead to significant personal transformations” (Mezirow, 1997,
p.7). More importantly, the established belief of one’s own ideas are at times so strong
that shared or contribution of ideas by others are often rejected based on preconceptions
held as truth by the participant. The author clarified that there are four processes of
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learning that need to be addressed if new learning is to occur: elaborated on a current
point of view, established in a new point of view by encountering the differences of
others, experience driven, and by critically reflecting on biases established by one’s own
belief.
According to authors, McComish and Parsons (2013), transformational learning
about teaching occurs when teachers begin to examine their practice critically and
develop different perspectives that deepen one’s understanding. Furthermore, McCormish
and Parson referenced the work of Mezirow (2000) in their study by indicating that the
art of transformational learning is an attitude adjustment based on new knowledge and
the application being transformed into practice. If this is true, then PLCs are modalities of
learning that do not rest on pedagogical skills but rather rely on critical reflection that
enables learners to transform beliefs into sustained instruction that become the norm of
effective teaching (Servage, 2008). This study occurred in a setting that encouraged
teachers to be learners of one another; a direct result of transformation not reformation in
terms of evolving and discovering new knowledge that supported transitioning to more
effective strategies and sustained learning.
Social cognitive theory. Bandura’s (1986) social cognitive theory addresses the
relationships involving personal, behavioral, and social/environmental factors influencing
individual behavior. The theory implies that capabilities inclusive of processing are
vicarious, symbolic, and self-regulatory, all of which play a significant role on
acquisition of learning. More specifically, the author maintains that vicariously,
individuals acquire skills, behaviors, and cognition by simply, observing others.
Symbolic processes are often used to alter environments that pose obstacles in
life. Further, this includes reacting to situations by problem solving, communicating to
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enhance learning, and seeking new ways of addressing situations. Finally, self- regulation
involves assessing goals and identifying strategies to support achieving the end goal. As
the task unfolds, individual learning opportunities are achieved throughout the process by
deciding if the strategy requires adjustment and if so why. Hence, as tasks are completed,
individual reflection is significant in determining if the progress is correctly justified and
if successful, self-efficacy is heightened.
Bandura and Wood (1989) contended that belief in one’s own abilities can be
strengthened and instilled by the following ways: mastery of experience, modeling, social
persuasion, and physiological state of mind. The perceptions of self-efficacy are an
essential component in shaping the outcomes of instilled beliefs. Further, as adults learn
and observe positive progress, their desire to learn more becomes enhanced.
Bandura and Wood (1989) described that the social cognitive theory is essentially
relevant in organizational structure. Thus, the development of peoples’ cognitive, social,
and behavioral competence through mastery modeling and the belief in ability is
paramount in motivation through goal setting. In this case, the theory was further
elaborated by a learning environment grounded in discourse and the application of
change through embedded opportunities to learn noted in PLC frameworks. Additionally,
the social cognitive theory supports that often an opportunity for learning is contingent on
supportive environments and shared resposibilities, both components are essential in
PLCs. Although, most behaviors are learned intently and are reliant on self-efficacy, this
idea is present in terms of a person’s belief in his or her own success in both present and
future situations that encompass teaching and learning.
Professional learning communities. According to Dufour (2009), the learning
from one another is not always centralized in a content area or one grade level but more
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importantly, on the skills necessary to support all learning environments that promote
student achievement. This foundation is upheld in the structure of functional PLCs.
Dufour et al. (2008) contended that there are three ideas that drive professional learning
communities; first, members work together to determine what students must learn. Then,
teachers commit to progress monitoring the learning on a timely basis. Then, teachers
provide support to those students who are struggling, and extend or enrich the learning of
those who have mastered the objective. Second, the term isolation is noted as
unproductive and calls for collaborative efforts that build on interdependency and
collective responsibility of all learning for all students within the school organization.
Teachers must work together to problem solve and seek the expertise within the
school team for further development. Finally, there must be evidence based monitoring to
ensure that students are learning and to determine if what is being done to support the
problem is valid. Hence, this supports the data recommendation to intervene or extend the
concepts of individual learning environments and ensure academic success, in order to
gain further insight on influencing teacher development.
Significantly, “professional learning communities have been up held as powerful
structures for teachers’ continuing professional development” (Servage, 2008, p. 74);
however, how professional learning community models in one K-8 school are designed
and implemented with a focus on teaching and learning, and how educators perceive
participation in professional learning communities influences their professional growth
and development required further exploration. If this was true, then important details
needed to be explored to determine how collaborative teaming models were perceived by
educators to advance professional growth including: addressing poor student
performance, acknowledging that not all teachers have the skills to address particular
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student needs, and addressing the discourse of new content and teaching strategies (Van
Lare & Brazer, 2013). This is characterized in the social cognitive theory that supports
the relationships that involve personal, behavioral, and social/environmental factors that
influence behavior.
It is important to address that teachers must be willing and be able to effectively
collaborate in PLCs to transform instruction that improves student achievement and
personal development. The results of this study extended the theories that support the
perceptions of teachers as they participate in collaboration. Further, the influence on
teacher development within effective professional learning communities continue to play
a significant role in transformational learning and sustained improvement.
Review of the Literature
The intent of PLCs is anchored in collective commitments and a focus on learning
(Dufour et al., 2008). Banks and Knuth (2013) argued that public schools repeatedly
grapple with restructuring in response to change and new trends, however one reform
movement that potentially may be regarded as a true paradigm shift is captured in the
concept “professional learning communities.” The advantages of these collaborative
organizations are the forums of learning opportunities that are offered equally among
team members. Thessin (2015) confirmed that the implementation of PLCs is often a
route secured to meet reform expectations, yet the author discussed that many districts or
schools do not consider the appropriate supports and components required for PLCs to
produce instructional effectiveness.
Additionally, Banks and Kurth (2013) explained that PLCs are based on two
assumptions. First, is that the knowledge and skills required in educational practice are
initiated in the day to day experiences and interactions, therefore profound
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understandings are advanced through critical reflection with others who share the same
experiences. Secondly, an active, ongoing, and structured professional discussion
increases professional learning and abilities that improve student outcomes. However, the
supportive conditions necessary for PLCs to function properly are heavily, reliant on
logistical conditions, capacities, and relationships developed among colleagues to ensure
productivity (Hord, 2007; Gray, Mitchel & Tarter, 2014).
Qualitative PLC research. It is significant to address that prior qualitative
studies have been produced that supported this researcher’s intent to conduct more
exploration on how professional learning community models in one K-8 school are
designed and implemented with a focus on teaching and learning, and how educators
perceived participation in professional learning communities influenced their professional
growth and development.
One similar example is Bitterman’s (2010) study, which examined how three
middle schools engaged in professional learning communities to further develop
effectively as science teachers. The findings included an analysis of implementation
efforts to support teacher development in a middle school setting, specifically content
focused. Professional development was discussed as a major component of success.
Further, the collected data determined that professional development aligned to the team
and continuous support in embedded effective teaching practices was significant in the
results. The researcher determined that teachers benefit the most from continuous
dialogue on data and instruction to meet the ongoing needs of students. The researcher
also suggested that an elementary study on PLCs be conducted to extend the knowledge
on collaborative efforts within professional learning communities.
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The following work summarized in C. Stewart’s 2014 study, found that learning
within a professional learning community is most effective for transforming teaching and
learning. The author noted that participants are ideally invested in the work they do day
to day and most importantly, contributions of a PLC are best when all members have
taken part in the organizational framework. It was also eminent that cohesion be present
if honest feedback and improvement are the authentic focus of the team. Thus, the
importance of student needs based on data are essentially the driving force of production.
The author concluded with the following: “active learning working with content to create
lasting change; allows teachers to focus on specific needs” (p.31). The work produced by
C. Stewart (2014) offered leverage needed to further the work in qualitative form, ideally
the work of a PLC is most certainly, centralized on school improvement. If teacher
perception on individual development is a critical component, then it is evident that the
best framework to support this endeavor is one that embraces an ongoing dialogue which
engages teachers in effective instruction to further the work that must be done.
Another example is found in a study produced by Valentin in 2014; it was
designed as a qualitative study to investigate teachers’ perspective on math instruction,
student learning, and achievement in a vertical alignment process. The researcher sought
to interview teachers to better understand teacher perspective. Like most, collaboration
was found to be an effective way to connect teachers to district goals. The extent of
collaborative efforts was determined to help teachers better understand the curriculum
and support student learning. Significantly, the vertical alignment teams or teams that
connected each grade level to one another were meant to lead each individual school’s
math team to address specific content and instructional delivery methods. The
participants grappled with topics in each grade level to decrease repetition and provide
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transitions with ease for students. The researcher concluded that most participants
appeared to have established lasting connections and appreciated knowing who would be
teaching his/her student the following year, which is maintained in a supportive culture of
trust discussed in PLC settings.
In an additional case study produced by K. Stewart (2012) sought to determine if
PLCs do in fact, sustain student achievement. The researcher concluded through
interviews and observations that simply relying on organizational factors would not
guarantee success. The findings for sustaining student achievement included the
following: “sustainable education leadership, student-centered learning, shared values
and vision, collective inquiry into best practices, action oriented and a focus on results”
(p.157). The researcher determined that the results of this study do support the reform
efforts on improving teaching and learning within lower socioeconomic school districts.
Significantly, the recommendation for further study included an investigation on the
direct relationship of an implemented PLC model and student achievement. It was noted
that all participants in this study elaborated on the positive effect that collaboration has on
student success, which is also an alignment to this current study.
Chong and Kong (2012) also offered a qualitative approach on a lesson study that
identified the conditions most effective in collaborative settings supportive of teacher
efficacy. The findings suggested that sustainable change is captured in self-beliefs.
Therefore, embedded professional development opportunities and time are necessary
components to support sustained change. This study utilized the social cognitive theory to
better illustrate psychological constructs related to teacher motivation. The concluding
efforts maintain that school PLCs provide influential forces linked to self-efficacy and
effective instruction.
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Additionally, Lick (2006) included an analysis also using qualitative information
to promote defining factors of “learning” teams which are similar to PLCs. The author
determined that the potential of learning teams in collaborative structures is vast in terms
of, effectively achieving common goals. However, the development of learning teams
must be intentional. Notably, an organization with these teams in place is more likely to
generate change and new learning, lending itself to school improvement. Therefore, PLCs
show great promise if the implementation process is well thought out.
Finally, Owens (2014) contributed a qualitative case study to address the
experiences of teachers in one Australian state. This researcher determined that there is
ample support and funding for individuals to attend external conferences then bring back
that learning to share with their school or team. Yet, how this is delivered is not always
the same. For example, when educators are asked to share the material of what was
learned at a conference or training, what may be applicable to the educator may not be
what the objective of the training was. There w…
