Continuous Inquiry Meets Continued Critique: The Professional Learning Community In Practice And The Resistance Of (Un)willing Participants

Authors

Moulay Elbousty
Kirstin Bratt

DOI

10.58809/CWPG2762

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).

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Rights

© The Author(s)

Comments

For questions contact ScholarsRepository@fhsu.edu

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: Vol. 8: Iss. 2, Article 16.
DOI: 10.58809/CWPG2762
Available at: https://scholars.fhsu.edu/alj/vol8/iss2/16