Professional Learning Communities for High School Improvement

• In Event: The Impact of Teacher Reflexivity on Student Achievement

Abstract

This qualitative study was conducted at a comprehensive charter high school using data from two departments – math and social studies. Using DuFour and Eaker’s (1998) model of professional learning communities (PLCs), the study explored how teachers became integral working members of PLCs. Information was gathered about ways the school supported and sustained PLCs and how teachers distinguished “good practice” from “minimal implementation” in PLCs. Interviews, observations, and a review of documents suggest that teacher leaders emerged organically when the math team embraced the collaborative model. Consistent collective learning in the math team empowered the team and improved classroom instruction, whereas lack of leadership in social studies did little to build team learning or change classroom practice.

Authors

• Dilmit Singh, Granada Hills Charter High School

• Peggy Eileen Johnson, California State University - Northridge