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The Elementary Principal's Role in Professional Development and Learning Communities: How to Support Continual Professional Growth
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | The Elementary Principal's Role in Professional Development and Learning Communities: How to Support Continual Professional Growth. |
| 개인저자 | Brown, Rachellee L. |
| 단체저자명 | The University of Wisconsin - Madison. Ed Leadership and Policy Analysis. |
| 발행사항 | [S.l.]: The University of Wisconsin - Madison., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 140 p. |
| 기본자료 저록 | Dissertations Abstracts International 80-12A. Dissertation Abstract International |
| ISBN | 9781392296318 |
| 학위논문주기 | Thesis (Ph.D.)--The University of Wisconsin - Madison, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Publisher info.: Dissertation/Thesis. Advisor: Mead, Julie. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | School communities are looking for new and innovative ways to educate children. One effective reform strategy that schools are using to better prepare teachers to meet these needs is the development of professional learning communities. Much of the literature presented in this area focuses on teachers and their growth as collaborative working entities. If done correctly, professional learning communities can allow teachers to have professional dialogue about their teaching styles, student expectations, and learning outcomes (DuFour, 2004). The purpose of this study is to explore the connection between an elementary principal's role in the development of successful professional learning communities. Their role is typically described as creating a cultural learning atmosphere where views, values, and beliefs, are accepted by all, but precisely what that means in practice is not known. Although it has been stated that it is imperative for principals to take an active role in the development of professional learning communities (Lunenberg, 2010), the specific tasks, organization, and procedures have yet to be uncovered (Hord, 1997). Specifically, this study addresses the following questions:1) What level of participation (frequency and guidance) do principals us when meeting with professional learning communities?2) Does the level of principal participation have an effect on the success ofprofessional learning communities?3) What are specific strategies principals use to develop and maintainprofessional learning communities in their school setting?Data analysis of teacher surveys, teacher interviews, and principal interviews show that professional learning communities can benefit from principals taking a more hands-on approach to leading and guiding learning communities. This study indicates that it is vital for principals to have a more hands-on approach to leading and guiding learning communities through presentations on a regular basis with the school community. Under the principal's precise direction and guidance, meaningful PLC practices can transform schools by encouraging meaningful teacher dialogue to affect teaching practices and enhance student achievement. Data also revealed four types of principal participation in PLCs: Lead Learner, Facilitator, Director/Detailer, or Observer/Consultant. |
| 일반주제명 | Educational leadership. Elementary education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
