Change From Within: The Power of Collaborative Professional Learning

Session Type: Symposium

Abstract

Schools face unprecedented need for change in response to COVID-19. This session explores the power of educators in professional learning communities (PLCs) to lead this change and improve the quality and equity of instruction. Research papers feature California districts that successfully shifted to Common Core standards and Arkansas schools that reaped early benefits from PLC initiatives. Together the studies describe how PLCs can lead change, as well as the structures and practices of effective PLCs. Study methods include a quasi-experimental evaluation, a cross-case analysis of district “positive outliers,” a mixed-methods implementation study, and an intensive district case study. The session also includes voices of practitioners in study sites who discuss how PLCs have adapted, persisted, and lead change during COVID-19.

Sub Unit

• SIG-Educational Change

Chair

• Maria E. Hyler, Learning Policy Institute

Papers

• School Transformation Through PLC at Work® in Arkansas: Early Impacts on Student Achievement - Havala Hanson, Education Northwest

• Learning by Doing: An Examination of Teacher Collaboration Within a Statewide Professional Learning Community Initiative - Kathryn Elizabeth Torres, Education Northwest

• Taking a Learning Stance: The Role of Professional Learning Communities in Leading Equitable Curricular Change - Caitlin Scott, Marzano Research; Dion Burns, Learning Policy Institute

• Professional Leaning Communities Sustain Effective Practices and Help Teachers Shift to Common Core State Standards - Joan E. Talbert, Stanford University; Jane David, Bay Area Research Group

Discussant

• Carlas McCauley, UC Davis