A qualitative instrumental case study investigating the interrelatedness of adult learning theory, targeted professional development, and the creation of professional learning communities during the implementation of an elementary school improvement model

Purpose The purpose of this paper is to investigate the concept of ' inspiring teaching' based on case studies of exemplary practitioners in England to inform professional development and collaborative learning and support school improvement. Design/methodology/approach The study adopted a mixed methods design involving multiple perspectives. Data sources included interviews with teachers, two systematic classroom observation schedules and qualitative field notes from classroom observations. Quantitative and qualitative findings were integrated to allow for triangulation and synthesis. Findings The ‘inspiring’ sample of teachers exhibited many strengths in terms of the characteristics of more effective teaching identified in previous literature. However, the integration and synthesis of evidence also reveals core features of inspiring practice and highlighted the strong emotional and reflective components that distinguish inspiring practice, including: positive relationships; good classroom/behaviour management; positive and supportive climate; formative feedback; high quality learning experiences; enjoyment, and high levels of student engagement and motivation. Research limitations/implications This small-scale study was based on a purposive sample of 17 teachers in England therefore results cannot necessarily be generalised to other contexts. Practical implications The research findings and approaches can be used to support teachers' professional development and provide resources to promote collaboration in developing professional learning communities. Originality/value The investigation provides new evidence on the characteristics, practices and views of inspiring teachers. The use of multiple perspectives and integration of findings provides new evidence to inform and support the development of professional learning communities.

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The role that distributed leadership plays in the implementation of professional learning communities

10.32469/10355/48209 ◽

2014 ◽

Author(s):

◽

Nicholas Alan Goos

Keyword(s):

Elementary Schools ◽

School Improvement ◽

Professional Learning Communities ◽

Learning Communities ◽

Learning Community ◽

Professional Learning ◽

Multiple Case Study ◽

Distributive Leadership ◽

Multiple Case

The purpose of this study was to focus on distributing leadership activities of an elementary school through a diverse group of stakeholders in the implementation of a Professional Learning Community (PLC). This investigation was guided by the theory of distributive leadership (Gronn, 2002; Spillane, Halverson and Diamond, 2001) and the impact that this plays on school improvement initiatives. In this multiple case study, the researcher focused on the school improvement initiative known as professional learning communities (Dufour, Dufour, Eaker and Many, 2010; Fullan, 2006; Schmoker, 2004). The study sought to gather insight on the role of distributive leadership contributes to implementation of professional learning community. This multiple case study examined three Midwestern elementary schools identified as having successfully implemented professional learning communities. It explored responses from school principals as well as teachers from each building to gather insight on perceptions of school administrators and staff regarding leadership style. From the data, themes emerged indicating there are key components to successful leadership in implementation of the school improvement initiative. The implications of this inquiry for application in elementary schools directly influence school leader behaviors and actions to create certain elements within the organizational members. These items would include a value of collaboration time, a role in school leadership decisions as well as a narrow focus on discussion around student achievement. The findings in this study demonstrate that successful leaders create a collaborative culture, shares in leadership and decision-making practices and has a narrow focus on student learning. The use of distributive leadership ideals create the opportunities for successful implementation of professional learning communities.

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Can a professional learning community deliver career development learning?

Journal of Workplace Learning ◽

10.1108/jwl-01-2021-0009 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Michelle Gander ◽

Margot McInnes

Keyword(s):

Professional Development ◽

Career Development ◽

Adult Learning ◽

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

Workplace Learning ◽

Professional Staff ◽

Formal Learning ◽

Content Type

Purpose The professional development needs of university professional staff are an under-researched area. More data were needed to understand their needs to ensure that employers invest their resources appropriately. A conceptual framework is developed for the workplace learning of career development activities using concepts of professional learning communities, adult learning and non-formal learning. The purpose of this study was to evaluate the success of a professional development network in meeting the needs of university professional staff after a re-structure. Design/methodology/approach A case study of the development of a staff career network at an Australian university after a restructure is presented. An online survey was sent to 75 staff who had attended at least one professional development event. Quantitative and qualitative data were analysed using descriptive statistics and thematic analysis. Findings This study has shown that a university professional staff career network has been a positive influence for its participants after an organisational restructure. The value of this network was to increase confidence and provide opportunities for self-improvement, career planning and networking. Originality/value A conceptual model integrating the concepts of professional learning communities, adult learning and non-formal learning has resulted in a model of social non-formalised workplace learning that may be of use in other contexts to improve staff motivation, outside of more formal learning opportunities.

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Principal and teacher instructional leadership: a cultural shift

International Journal of Educational Management ◽

10.1108/ijem-02-2019-0071 ◽

2019 ◽

Vol 34 (3) ◽

pp. 576-585 ◽

Cited By ~ 1

Author(s):

Miriam D. Ezzani

Keyword(s):

School Improvement ◽

Instructional Leadership ◽

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

School Leaders ◽

School Principal ◽

Cultural Shift ◽

Content Type

Purpose The purpose of this paper (case study) is to capture a novel school culture that values instructional leadership (school leaders and teachers) and serves students in ways that create a culturally responsive and socially just schooling environment. Design/methodology/approach A qualitative methodology was best suited for the collection and analysis of data with the hope that the study will assist practitioners in seeing the connective threads that bind school leaders, teachers, students and parents in an organizational cultural shift that is student focused. Interviews and observations of professional learning communities, meetings and classrooms were the types of data collected and analyzed. Findings The principal and assistant principal were professionally and ethically challenged with an all too familiar problem – 30 percent of their Latinx and economically disadvantaged students scored below proficient in reading comprehension. To address this opportunity gap, consideration was given to data-informed decision-making; professional learning communities; and distributed leadership for social justice. Findings suggested that problems of practice are solved when educators engage in a continuous culture of learning through authentic dialogue focused on student data with an eye on equity. Originality/value Although research demonstrates that school improvement works best when principals distribute leadership to teachers, principals tend to maintain the share of the responsibility. Examples of instructional leadership beyond the school principal are rare. This case study provides an example of how principals can build leadership capacity in teachers and develop them to be instructional leaders.

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What Role Does Distributed Leadership Play in Implementing Professional Learning Communities?

Journal of Education and Culture Studies ◽

10.22158/jecs.v3n2p177 ◽

2019 ◽

Vol 3 (2) ◽

pp. p177

Author(s):

Nick Goos ◽

Barbara N. Martin

Keyword(s):

School Improvement ◽

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

Distributed Leadership ◽

Collaborative Culture ◽

Successful Leadership ◽

Preparatory Programs ◽

Multiple Case

This multiple case study examined three Midwestern elementary schools identified as having successfully implemented professional learning communities for many years. From the data, themes emerged indicating that there are key distributive components to successful leadership in implementation of the school improvement initiative. The findings in this study demonstrate that successful leaders create a collaborative culture, seek shared leadership and decision-making practices and have a narrow focus on student learning. Implications for principals and leadership preparatory programs are significant.

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Collaborative inquiry and the shared workspace of professional learning communities

International Journal of Educational Management ◽

10.1108/ijem-10-2015-0143 ◽

2017 ◽

Vol 31 (7) ◽

pp. 1069-1091 ◽

Cited By ~ 1

Author(s):

Daniel Carpenter

Keyword(s):

Professional Development ◽

School Improvement ◽

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

Qualitative Data ◽

Collaborative Inquiry ◽

Shared Workspace ◽

Content Type ◽

Inquiry Process

Purpose The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this investigation was part of an ongoing investigation of well-established PLC collaborative interactions and self-directed learning of educators as part of the shared workspace as a component of school improvement. Design/methodology/approach A qualitative design was used for this investigation. Participants were purposefully selected to provide qualitative data on existent, well-established PLCs and their practice as educators in the shared workspace. Qualitative data were collected about participant perception. Data were collected from each participant by conducting semi-structured interviews, observations, and the collection of document and artifacts. Findings Findings from this ongoing investigation point to positive collaborative physical interactions and intellectual discourse that lead to educator learning through the collaborative inquiry process. Originality/value Theories on PLCs and educator job-embedded professional learning are unique in this paper. The concepts of PLCs and the collaborative inquiry process have been well developed but not in the context of the shared workspace. Recent literature on effective collaborative inquiry educators undergo in PLCs as a continuing professional development model provides a foundation for the work done in this ongoing case study. Sustained collaboration and continued professional development of teaching innovations as a product of the collaborative inquiry process in the shared workspace are underdeveloped as yet but further developed in this paper.

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