Transitioning From Professional Learning Community (PLC) Implementation to PLC Sustainability: The Pivotal Role of District Support

• In Event: 18.046 - Teachers Leading Education Reform: The Power and Potential of Professional Learning Communities

Abstract

Purpose

The purpose of this paper is to share findings of a qualitative research study designed to explore district-level support of the professional learning community process within and across all district schools by supporting teacher collaborative practices. This study sought to investigate the intentions, actions, and practices occurring in initiating, implementing, and sustaining teacher and student improvement through the PLC process. The case study details the intentional focus of Ascension Parish School System (APSS) district personnel as the PLC process became embedded into the district-wide culture.
Theoretical Perspectives

A critical factor in sustaining highly effective collaborative practices embedded within the school's culture is the level of district support. District support directly influences the school's capacity through teacher leadership and increased strategies to enhance and sustain effective practices resulting from the PLC process.
Methods/Data Sources

This case study describes the district transformation based on data gathered through qualitative methodology including observations, document analyses, and individual/focus group interviews. Interviews were conducted using an interview protocol designed to address identified PLC dimensions. Individuals were selected through purposeful samplings and included district and school administrators and teacher leaders. Data analysis incorporated a constant comparative analysis identifying themes and coded across all interview questions. Study findings presented are based on summative analyses and assertions through analyses of data sources.
Findings

Major findings surfaced across all data analyzed including thematic coding of individual interviews of district, school, and teacher leaders; focus group interviews of teacher leaders; district and school document analyses; and observations of leaders in action during professional learning and collaborative sessions. The study findings contributing to sustainability of a culture of learning included the following themes: accountability and autonomy, proactive district involvement, professional learning, building leadership capacity, and transparency and trust. Specific actions relating to each theme will be delineated and discussed in the full paper.
Significance

The initial intentional focus by APSS district staff and subsequent actions by district, school, and teacher leaders resulted in a reculturing of the district as a PLC and district transformation into a culture of learning. Thus, the PLC process has become embedded throughout the district with a culture focusing on a learning process utilized to address all issues at the school level and system-wide. "In recent years, districts have become increasingly accountable for the learning outcomes of students in the schools within the districts" (Cowan, Joyner, & Beckwith, 2012, p. 9) and "districts matter fundamentally to what goes on in schools and classrooms" (McLaughlin & Talbert, 2003, p. 5). Our research supports this clear involvement by districts to positively influence school improvement and specifically the success of students.

References
Cowan, D., Joyner, S., & Beckwith, S. (2012). Getting serious about the system: A fieldbook for district and school leaders. Thousand Oaks, CA: Corwin Press.

Hipp, K. K., & Huffman, J. B. (2010). Demystifying professional learning communities. New York, NY: Rowman & Littlefield Education.

McLaughlin, M., & Talbert, J. (2003, September). Reforming districts: How districts support school reform. Center for the Study of Teaching and Policy, University of Washington.

Author

• Dianne F. Olivier, University of Louisiana at Lafayette