The Engagement of School Leaders in Virtual Professional Leadership Learning Communities for Enhancing High-Needs

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Preparation and Professional Development for Leading School Improvement (Table 1)

Abstract

This study involved principals participating in a virtual professional development (VPD)
program through an online Massive Open Online Professional Individual Learning (MOOPIL)
course while working in virtual leading and learning communities (VPLC). A facilitator led the
VPLCs five modules targeted towards school enhancement and turnaround leadership
competencies and skills. The purpose of the study was to determine the impact on knowledge
gained, determined with pre and post assessments using VPD MOOPILs within a VPLC setting.
Participants engaged in five one-hour VPD MOOPILs discussed in facilitated VPLCs focused on
school improvement and turnaround strategies. The results demonstrated a significant
improvement in post-test scores highlighting the effectiveness of facilitated VPD models for
improving leadership knowledge related to enhancing or turning around high-needs schools.

Authors

• Jordan Donop, Texas A&M University

• Mohammad Taheri, Texas A&M University

• Beverly J. Irby, Texas A&M University

• Cindy L. Guerrero, Texas A&M University

• Rafael Lara-Alecio, Texas A&M University

• Fuhui Tong, Texas A&M University

• Linda Rodriguez, Texas A&M University