Professional learning communities: Beyond teachers’ isolation and attrition

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dc.contributor.authorShakir, Heba A.
dc.contributor.supervisorBlades, David
dc.date.accessioned2017-04-18T20:50:58Z
dc.date.available2017-04-18T20:50:58Z
dc.date.copyright2017en_US
dc.date.issued2017-04-18
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractStudies show that teachers suffer from professional isolation and schools experience great rates of teacher attrition. This paper suggests that establishing a Professional Learning Community (PLC) in schools could solve teachers’ isolation and attrition. In addition to addressing teachers’ isolation and attrition, PLCs shows considerable potential for increasing teacher professional satisfaction, providing essential support for new teachers, improving teachers’ practice, and raising students’ learning outcomes. While there is strong evidence for the importance of establishing PLCs in schools, not all PLCs result with their desired outcomes. For this reason, this study provides an overview of successful PLC practices and offers a number of guidelines and suggestions for implementing and establishing PLCs in schools. This study found major elements that could contribute to the success of a PLC, such as, building trust among teachers, finding ways for teachers to discover common goals and shared values to work towards achieving in PLCs, and using action research and inquiries as the main approach to solving problems and developing improvements in school. This paper also suggests ways to organize PLC meetings and recommends crucial roles both teachers and principals could contribute to successful PLC practices.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/7922
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectProfessional Learning
dc.subjectTeacher Attrition
dc.subjectTeachers' Professional Isolation
dc.subjectAction Research
dc.subjectTrust
dc.subjectShared Goals
dc.subjectImproved Practice
dc.subjectImproved Learning Outcome
dc.subjectRegular Meetings
dc.subjectNew Teachers
dc.subjectPrincipals' Role
dc.subjectTeachers' Role
dc.subjectReflective Inquiry
dc.titleProfessional learning communities: Beyond teachers’ isolation and attritionen_US
dc.typeprojecten_US

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