The Future of Education
Amplifying Teacher Impact and Leveraging Collective Expertise through Professional Learning Communities
Beatrix Preusse-Burr, Fairfax County Public Schools, Virginia Virginia Dual Language Educators Network (VADLEN), Executive Board (United States)
Bettina Staudt, Chesterfield County Public Schools, VirginianPresident Virginia Dual Language Educators Network (VADLEN), Executive Board (United States)
Giuliana Brink, Chesterfield County Public Schools, Virginia Virginia Dual Language Educators Network (VADLEN), Executive Board (United States)
Abstract
Education research consistently highlights the correlation between teacher collaboration and student achievement (Hattie, 2015; Ingersoll & Strong, 2011). Professional Learning Communities ( PLCs), defined as collaborative groups of educators working interdependently to achieve common goals, offer a structured framework for this collaboration (DuFour et al., 2016). By leveraging the collective expertise within schools, teachers can share best practices, and collaboratively address challenges. PLCs emerged as a transformative vehicle for teacher development and collaboration, fostering a culture of continuous learning and improvement. Facilitating a culture of continuous professional development, where teachers engage in incorporating research-based strategies into their instructional practices (Vescio et al., 2008) guides data-informed decision making. It empowers teachers with the skills to analyze student data collaboratively, allowing for targeted interventions and personalized instruction (Buffum & Mattos, 2015). Through shared experiences and knowledge exchange, PLCs aim to boost teacher efficacy, enhancing job satisfaction and commitment (Tschannen-Moran & Hoy, 2001). A systematic approach to form PLCs, considering grade levels, subject areas, and common instructional goals, supported by professional development workshops facilitates implementation. It is essential to provide continuous support through coaching, resource sharing, and regular PLC meetings to ensure sustained engagement and effectiveness (Dufour et al., 2016). Supporting PLC’s with fidelity will lead to improved student outcomes, by leveraging the collective expertise of teachers and fostering a learning organization where educators embrace a growth mindset, adapting to new pedagogical approaches (Senge, 1990). Generating a positive school culture, promoting a sense of shared responsibility and accomplishment, and amplifying teacher impact through PLCs is a strategic investment in the professional growth of educators, ultimately benefiting student learning outcomes. In this data-informed educational environment, schools can harness the collective wisdom of their teaching staff, creating a dynamic and adaptive educational community.
Keywords: Teacher Efficacy, Student Engagement, Teacher Professional Development
References:
[1] Buffum, A., & Mattos, M. (2015). Simplifying Response to Intervention: Four Essential Guiding Principles. ASCD.
[2] DuFour, R., DuFour, R., Eaker, R., & Many, T. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work. Solution Tree.
[3] Hattie, J. (2015). The Applicability of Visible Learning to Higher Education. Scholarship of Teaching and Learning in Psychology, 1(1), 79–91.
[4] Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233.
[5] Senge, P. M. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. Doubleday/Currency.
[6] Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher Efficacy: Capturing an Elusive Construct. Teaching and Teacher Education, 17(7), 783–805.
[7] Vescio, V., Ross, D., & Adams, A. (2008). A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning. Teaching and Teacher Education, 24(1), 80–91.
