Abstract
The purpose of this qualitative inquiry was to examine the role of the superintendent in assessing the readiness for change in the implementation and support for Professional Learning Communities. The study findings revealed four major themes. They were: (1) the changing dynamics of leadership; (2) a sense of collective efficacy and responsibility for student learning; (3) collaborative teams and spirit; and (4) data-driven decision-making. This inquiry for practice in education could impact Pre-K–12 institutions as they attempt to address the pressures of improving student achievement.
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