Academic Leadership: The Online Journal (2003-2012)
Abstract
The term Professional Learning Community is commonplace, and it holds many meanings and suggestions. For the purpose of this essay, however, we discuss a specific Professional Learning Community (PLC) that was established in a high school, fifteen months prior to the application of a survey instrument to evaluate participants’ perceptions on the initiative. The PLC that we evaluate in this article had a set of very specific goals: To create a department within a high school where collaboration would become a norm and not a rarity, and to encourage collaboration that would include designing formative and summative assessments, collecting, comparing, and disaggregating student data to enhance classroom practices and meet students’ needs. Most importantly, maximizing student achievement is the long-term goal for this endeavor (Elbousty & Bratt, 2009).
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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
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Recommended Citation
Elbousty, Moulay and Bratt, Kirstin
(2010)
"Continuous Inquiry Meets Continued Critique: The Professional Learning Community In Practice And The Resistance Of (Un)willing Participants,"
Academic Leadership: The Online Journal (2003-2012): Vol. 8:
Iss.
2, Article 16.
DOI: 10.58809/CWPG2762
Available at:
https://scholars.fhsu.edu/alj/vol8/iss2/16
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Educational Leadership Commons, Higher Education Commons, Teacher Education and Professional Development Commons
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