Abstract
This study intends to identify some key factors in creating and sustaining school-based teacher professional learning communities (PLCs) through a case study of a South Korean public high school. To achieve this, the study identified some essential infrastructure, preparation, and necessary social organization for creating PLCs. The ideal unit and the encouraging/discouraging factors in the implementation process were also investigated. Data were gathered via classroom observations and by analysis of interview transcripts, questionnaire responses, and minutes from PLC meetings. Nineteen participants, including 16 teachers, a principal, an assistant principal, and a facilitator from a city department of education, who assisted the school reform process, completed the questionnaires. Three of the teachers who took the reform initiative participated in the in-depth interview. The study provides a detailed description of the school context before the PLC implementation, challenges that faced the teachers, and two main characteristics of their PLC initiative. The study indicates that participants perceived prepared teacher leaders, building trust and respect among faculty, and securing time for classroom observation and PLC meetings as the most necessary preparation in creating and implementing their PLC. Empowering grade level chairs, increasing teacher proximity, and employing additional administrative assistants were identified as effective administrative support. Participants recognized that each grade level had more advantage in implementing PLCs and thought positive changes of disruptive students and their own instructional practices were the most encouraging factors in overcoming implementation problems. Authoritative leadership of school administration and a city DOE that forcefully mandates PLCs were perceived as discouraging factors in PLC implementation.
Highlights
Professional learning communities (PLCs) have been believed to offer an effective infrastructure for addressing various types of challenges that face schools such as teacher isolation, difficult interaction with colleagues, and challenging students (Morrissey, 2000)
This study intends to take a small step in figuring out some key factors on how to create and implement school-based teacher professional learning communities through a case study on a Korean public high school which has been transformed from a low-performing urban school that served predominantly underprivileged, low-achieving students into an exemplary professional learning community with enhanced student achievement and higher student acceptance rate to selective universities
The study is based on the following research questions: (1) What are the essential infrastructure, preparation and social organization in a school that intends to create a professional learning community for the first time? (2) What is the ideal unit in implementing PLCs in schools? (3) What are the encouraging factors that help teachers to overcome the implementation problems and continue the reform process?
Summary
Professional learning communities (PLCs) have been believed to offer an effective infrastructure for addressing various types of challenges that face schools such as teacher isolation, difficult interaction with colleagues, and challenging students (Morrissey, 2000) Though it has not been long since research began to investigate the effect of PLC implementation on student achievement and teachers’ practice, there is considerable evidence of a correlation between the implementation of teacher professional learning communities, enhanced student learning, and improved teaching practice (Darling-Hammond, 2010; Hord, 2009; Louis & Marks, 1998; McLaughlin & Talbert, 2010; Newmann & Wehlage, 1995; Thiessen & Anderson, 1999). The study is based on the following research questions: (1) What are the essential infrastructure, preparation and social organization in a school that intends to create a professional learning community for the first time? (2) What is the ideal unit in implementing PLCs in schools? (3) What are the encouraging factors that help teachers to overcome the implementation problems and continue the reform process?
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