![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Professional Learning Communities (PLCs) have become increasingly popular in schools. PLCs are groups of teachers, administrators, parents, and students who collaborate to improve their practices and focus on results (DuFour, 2004). Grade-level and department teachers participate in regularly scheduled collaborative team meetings; however, many school leaders lack suitable tools to evaluate fidelity to the PLC model. To address this deficit, we developed a tutorial checklist called the Formative Assessment of Collaborative Teams (FACT) through an action research approach. This article discusses the context of grade-level and department collaborative teams where much of the work of implementing the PLC model takes place. Working alongside practitioners in this context, we developed, implemented, and validated the FACT tool. This article discusses practitioners’ reactions to the tool during these processes, including observations conducted using FACT at several schools. The results of this process suggest that FACT is consistent with the elements of effective PLCs, confirming that it discriminates among collaborative teams within and across schools.
References
Section:
|
Algozzine, B., Newton, J. S., Horner, R. H., Todd, A. W., Algozzine, K. (2011). Development and technical characteristics of a team decision-making assessment tool: Decision, observation, recording, and analysis (DORA). Journal of Psychoeducational Assessment, 30, 237-249. Google Scholar | SAGE Journals | |
|
Berry, B., Johnson, D., Montgomery, D. (2005). The power of teacher leadership. Educational Leadership, 62(5), 56-60. Google Scholar | |
|
Bianco, S. D. (2010). Improving student outcomes: Data-driven instruction and fidelity of implementation in a response to intervention (RTI) model. TEACHING Exceptional Children Plus, 6(5), Article 1. Retrieved November 7, 2011, from http://escholarship.bc.edu/education/tecplus/vol6/iss5/art1 Google Scholar | |
|
Bowman, B. T. (1989). Self-reflection as an element of professionalism. Teachers College Record, 90(3), 444-451. Google Scholar | |
|
Bradshaw, C. P., Barrett, S., Bloom, J. (2004). The Implementation Phases Inventory (IPI). Baltimore, MD: PBIS MD. Retrieved November 21, 2013, from http://www.pbismaryland.org/forms.htm Google Scholar | |
|
Bryk, A. S., Schneider, B. (2002). Trust in schools: A core resource for school reform. New York, NY: Russell Sage Foundation. Google Scholar | |
|
Colley, H., James, D., Diment, K. (2007). Unbecoming teachers: Towards a dynamic notion of professional participation. Journal of Education Policy, 22(2), 173-193. Google Scholar | Crossref | |
|
Cranston, J. (2009). Holding the reins of the professional learning community: Principals’ perceptions of the normative imperative to develop schools as professional learning communities. Canadian Journal of Educational Administration and Policy, 90, 1-22. Google Scholar | |
|
DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6-11. Google Scholar | ISI | |
|
DuFour, R., Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Education Service; and Alexandria, VA: ASCD. Google Scholar | |
|
DuFour, R., Eaker, R., DuFour, R. (Eds.). (2005). On common ground: The power of professional learning communities. Bloomington, IN: National Educational Service. Google Scholar | |
|
Eaker, R., DuFour, R., Burnette, R. (2002). Getting started: Reculturing schools to become professional learning communities. Bloomington, IN: National Educational Service. Google Scholar | |
|
Feger, S., Arruda, E. (2008). Professional learning communities: Key themes from the literature. Providence, RI: Education Alliance, Brown University. Google Scholar | |
|
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., Wallace, F. (2005). Implementation research: A synthesis of the literature (FMHI Publication No. 231). Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, National Implementation Research Network. Google Scholar | |
|
Friel, S. N., Curcio, F. R., Bright, G. W. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124-158. Google Scholar | Crossref | ISI | |
|
Fullan, M. (2006, November). Change theory: A force for school improvement (Seminar Series Paper No. 157). Victoria, AU: Centre for Strategic Education. Google Scholar | |
|
Fullan, M., Hargraves, A. (1996). What’s worth fighting for in your school? New York, NY: Teachers College Press. Google Scholar | |
|
Gall, M. D., Gall, J. P., Borg, W. R. (2007). Educational research: An introduction (8th ed.). New York, NY: Pearson. Google Scholar | |
|
Gallimore, R., Ermeling, B. A., Saunders, W. M., Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher education implications of school-based inquiry teams. The Elementary School Journal, 109(5), 537-553. Google Scholar | Crossref | ISI | |
|
Goddard, Y., Goddard, R., Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896. Google Scholar | ISI | |
|
Graham, P., Ferriter, B. (2008). One step at a time. Journal of Staff Development, 29(3), 38-42. Google Scholar | |
|
Hargraves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York, NY: Teachers College Press. Google Scholar | |
|
Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory. Google Scholar | |
|
Huffman, D., Kalnin, J. (2003). Collaborative inquiry to make data-based decisions in schools. Teaching and Teacher Education, 19(6), 569–580. Google Scholar | Crossref | |
|
Hughes, T. A., Kritsonis, W. A. (2007). Professional learning communities and the positive effects on student achievement: A national agenda for school improvement. The Lamar University Electronic Journal of Student Research, 4. Retrieved November 21, 2013, from http://www.allthingsplc.info/pdf/articles/plcandthepositiveeffects.pdf Google Scholar | |
|
Jackson, S. E., Joshi, A., Erhardt, N. L. (2003). Recent research on team and organizational diversity: SWOT analysis and implications. Journal of Management, 29(6), 801-830. Google Scholar | SAGE Journals | ISI | |
|
Johnston, J., Knight, M., Miller, L. (2007). Finding time for teams: Student achievement grows as district support boosts collaboration. Journal of Staff Development, 28(2), 14-19. Google Scholar | |
|
Lee, C-K., Zhang, Z., Yin, H.B. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students. Teaching and Teacher Education, 27(5), 820–830. Google Scholar | Crossref | ISI | |
|
Lomos, C., Hofman, R. H., Bosker, R. J. (2011a). The relationship between departments as professional communities and student achievement in secondary schools. Teaching and Teacher Education, 27(4), 722-731. Google Scholar | Crossref | |
|
Lomos, C., Hofman, R. H., Bosker, R. J. (2011b). Professional communities and student achievement: A meta-analysis. School Effectiveness and School Improvement: An International Journal of Research, Policy, and Practice, 22(2), 121-148. Google Scholar | Crossref | |
|
Maeroff, G. I. (1993). Team building for school change: Equipping teachers for new roles. New York, NY: Teachers College Press. Google Scholar | |
|
Marshall, K. (2005, June). It’s time to rethink teacher supervision and evaluation. Phi Delta Kappan, 86(10), 727-735. Google Scholar | SAGE Journals | ISI | |
|
McLaughlin, M. W., Talbert, J. E. (2001). Professional communities and the work of high school teaching. Chicago, IL: University of Chicago Press. Google Scholar | |
|
McLaughlin, M. W., Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York, NY: Teachers College Press. Google Scholar | |
|
Miles, H. B., Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage. Google Scholar | |
|
O’Neill, J. (2005). The power of SMART goals: Using goals to improve student learning. Bloomington, IN: Solution Tree. Google Scholar | |
|
Phillips, J. (2003). Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision, 18(3), 240-258. Google Scholar | |
|
Putnam, R. T., Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15. Google Scholar | SAGE Journals | |
|
Rasberry, M. A., Mahajan, G. (2008). From isolation to collaboration: Promoting teacher leadership through PLCs. Hillsborough, NC: Center for Teaching Quality (CTQ). Google Scholar | |
|
Snyder, L. G. (2009). Teaching teams about teamwork: Preparation, practice, and performance review. Business Communication Quarterly, 72(1), 74-79. Google Scholar | SAGE Journals | |
|
Stoll, L., Bollam, R., McMahon, A., Wallace, M., Thomas, S. (2006). Professional leaning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. Google Scholar | Crossref | |
|
Van Zoest, L. R., Stockero, L., Taylor, C. E. (2012). The durability of professional and sociomathematical norms intentionally fostered in an early pedagogy course. Journal of Mathematics Teacher Education, 15(4), 293-315. Google Scholar | Crossref | |
|
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. Google Scholar | Crossref | ISI |
