Impact of Elementary School Teacher Leaders Facilitating Learning Communities: Improvements to Instruction, Learning, and Climate

• In Event: Teacher Leadership: Shape, Form, and Impact

Abstract

This qualitative case study examined the impact of three teacher leaders who facilitated professional learning communities (PLCs) in three high-performing elementary schools that followed a teacher-led model of professional development. The teacher leaders facilitated PLCs in their respective subject areas of mathematics, physical education, and special education. Data were derived from individual interviews with the three teacher leaders, individual interviews with six teachers who participated in the PLCs, and an analysis of support materials used in the PLCs. The study showed that the teacher leaders’ efforts resulted in an increase in teachers sharing instructional activities, a greater responsiveness to students’ academic struggles, and a stronger sense of camaraderie on the campuses.

Author

• Nathan Bond, Texas State University