High Functioning and Less Well Functioning Professional Learning Community Teams and Leadership

• In Event: We Are All in This Together: Distributed, Shared, and Collaborative Leadership

Abstract

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Within school variation in PLC processes, however, is under-explored. This study highlights differences in teacher behavior and teams’ perceptions of principal leadership in well versus less well functioning teams. Analysis of interviews of principals and team members showed teams differed in intensity of analysis of student work and the level of changes in instructional practices. High functioning teams felt supported by the principal while the less well functioning teams did not. These findings suggest the need for more active principal facilitation of PLCs to achieve full benefits.

Author

• Robert H. Voelkel, University of North Texas