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Friday, November 18 • 11:00am - 12:10pm
Leveraging Development through Inquiry and PLC Models

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Participants:

Understanding the Link between Professional Learning Communities and Teacher Collective Efficacy. Robert Holland Voelkel, Jr., University of North Texas

This quantitative study investigated the relationship between PLCs and teachers’ collective efficacy drawing on 297 surveys from 16 schools in one district that had systematically implemented PLCs. Our findings showed that higher functioning PLCs predict higher levels of teacher collective ef cacy. This suggests that engaging and supporting teachers in PLC work, as this district did, can lead to enhanced collective ef cacy, which in turn can contribute to improved student achievement.

Building Teachers’ Knowledge of Student Engagement in a High-Needs Context: Leadership for Collaborative Teacher Inquiry. Kristy Cooper, Michigan State University

This mixed-methods embedded case study examines collaborative teacher inquiry in one diverse, low-income high school working to enhance teachers’ knowledge and practice around student engagement. The study seeks to understand whether and how this system of collaborative inquiry supports the development of teachers’ knowledge about engagement and their use of engaging practices. To assess how this happens, the study examines how intra- and inter-group processes, including administrator and teacher leadership, shape school-wide organizational learning.

Teacher Collaborative Action Research: The Complexity of Professional Development in Rural Environments. Katherine Curry, Shawna Richardson, Edward L. Harris, Jackie Mania-Singer (Oklahoma State University)

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman’s (2006) conceptualization of conditions for collaborative action research (CAR) to describe a district leader’s implementation of CAR as professional development and school improvement strategy in a rural Midwest district. Findings indicate that distributed leadership facilitates CAR as a powerful professional development tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to affect professional practice.

Clinical Scholarship: Powerful Principal Professional Learning Communities. Teena Paige McDonald, Washington State University

This paper and session will review research of the use of a principal professional learning community (PPLC) by four new elementary principals in Washington State and give results of the yearlong study. Using the theoretical lenses of trust and the 21 Responsibilities of School Leaders, I will share ndings from PPLC transcripts, shadowing principals, and interviews and give implications of the PPLC, which was developed by a cohort team of graduates from the Washington State University principal preparation program.

The Coaching of Aspiring Principals: Using and Shaping Learning Processes for Standards- Aligned Leadership Competency Development. Shelby A. Cosner, Lisa Walker, Jason Swanson, Martha M. Hebert (University of Illinois at Chicago)

We report fi ndings from a longitudinal study of two cohorts of aspiring principals during a preparation experience and examine the following: 1. What learning processes were shaped, utilized, or motivated by leadership coaches in their work to promote the standards-aligned competency development of aspiring principals? 2. What are the key features of these learning processes, and what relationships exist between these learning processes within the context of leadership coaching for aspiring principal competency development?




Friday November 18, 2016 11:00am - 12:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet A

Attendees (10)