The Role of Principals in Professional Learning Communities

Buttram, Joan L.; Farley‐Ripple, Elizabeth

doi:10.1080/15700763.2015.1039136

Cited by 53 publications

(56 citation statements)

References 32 publications

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“…A promising trend found in 17 of the 24 districts in this study is the inclusion of SWD teachers, EL teachers, and principals in the PD opportunities typically reserved for general education teachers, and vice versa, in an attempt to hold all teachers responsible for the learning of all students. Such practices bode well, especially given the important role principals play in mobilizing resources and staff around PD priorities (Buttram & Farley-Ripple, 2016) and the value of sharing strategies and expertise among general teachers and special teachers in PLC contexts (Griffin et al, 2018;Li & Peters, 2016). This level of collective participation then yields two outcomes: coherence and content focus.…”

Section: Conceptual Model For Pdmentioning

confidence: 99%

“…The paucity of the literature focused on collaborative PD for intervention teachers may very well be due to the lack of PD opportunities that show these teachers how to scaffold their instruction in alignment with the content of the standards (Murphy & Haller, 2015;Von Esch & Kavanagh, 2018). There is also limited literature on the inclusion of principals in PD for teachers, despite the value of including principals to help clarify the goals of PD and to encourage teachers to implement the learnings from the PD (Binkorst et al, 2018;Buttram & Farley-Ripple, 2016;Floden et al, 2017). To address these gaps, we examine how districts in our study approach the inclusion of intervention teachers and principals in collective PD experiences.…”

Section: The Complexity Of Translating a Pd Conceptual Framework To Pmentioning

confidence: 99%

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An integrative approach to professional development to support college- and career- readiness standards

Pak

Desimone

Parsons

2020

EPAA

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Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.

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Section: Conceptual Model For Pdmentioning

confidence: 99%

Section: The Complexity Of Translating a Pd Conceptual Framework To Pmentioning

confidence: 99%

An integrative approach to professional development to support college- and career- readiness standards

Pak

Desimone

Parsons

2020

EPAA

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“…The centrality of school leaders to educational change is already well-established (e.g. Buttram and Farley-Ripple, 2016), but this adds another layer of complexity to that role. Not only must leaders think carefully about which teachers they group (Horn and Kane, 2015; Spillane et al , 2012), but they would be wise to also provide ample time for teachers to meet in varied settings.…”

Section: Discussionmentioning

confidence: 99%

Deliberating change

Lockton

2019

JPCC

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Purpose How teachers collectively address conflicting beliefs about reforms and come to privilege some over others is critically important in understanding instructional change and stability. The paper aims to discuss this issue. Design/methodology/approach Drawing on in-depth qualitative data gathered in interviews and observations of teachers’ formal collaboration time, this study focuses on teacher dialogue to examine the voicing and debate of teachers’ beliefs about reform efforts in their schools. Specifically, in two urban middle schools engaged in math instructional reforms, what are the conditions of teachers’ collaboration time that shape their dialogue about the feasibility of these reforms? Findings The findings reveal that the beliefs teachers voice vary widely depending on the topic of conversation. Teachers’ conversations about student achievement data and tracking elicited doubts about the possibility of instructional change, and conversations about other forms of student data and instructional strategies elicited a wider range of beliefs. Further, opportunities to meet with trusted colleagues as well as with wider groups provide teachers with different, but both useful experiences in exploring their own conflicting beliefs. Practical implications Avenues for shifting institutionalized beliefs about instruction in schools that have struggled to embrace equitable instructional practices for struggling students are discussed, along with implications for future research. Originality/value There is considerable research highlighting the characteristics of productive collaboration, but this paper provides a deeper understanding of the way teachers collectively negotiate beliefs about instructional changes in schools struggling to meet that mark.

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“…Como atributo organizacional, el liderazgo no solo es posibilitado por la estructura organizativa (Rutherford, 2006), sino que además guarda un vínculo esencial con el mejoramiento educativo (DiPaola y Hoy, 2015). En referencia a las CPA, el liderazgo asume un rol fundamental, al constituir uno de sus componentes centrales (Buttram y Farley-Ripple, 2016;Chen et al, 2016;Vanblaere y Devos, 2016, 2018Wang, 2016). Según Pang et al, "para crear, desarrollar y sostener una comunidad profesional de aprendizaje en una escuela, se necesita activar el liderazgo en todos los niveles" (2016, p. 233).…”

Section: Dilemas Del Liderazgo Escolar: Doble Función Directiva Y Comités De Gestiónunclassified

“…Son, precisamente, las culturas escolares colaborativas (Sutton y Shouse, 2016) las que representan ese tipo de cultura flexible y apta para el establecimiento de CPA. Según fuerte evidencia, una cultura escolar colaborativa influye en el desarrollo de CPA (Buttram y Farley-Ripple, 2016;Chen et al, 2016;Popp y Goldman, 2016;Salleh, 2016;Sjoer y Meirink, 2016;Svanbjörnsdóttir et al, 2016b;Qiao et al, 2017), siendo incluso capaz de lograr que una escuela de bajo performance obtenga un alto desempeño (Ahn, 2017) o posibilitar el primer paso de una reforma del sistema educativo (Harris y Jones, 2010). Según Pang y Wang, "colaborar con los colegas es una manifestación de una comunidad profesional fuerte que mostrará un gran impacto en el desarrollo de un sentido de responsabilidad colectiva en el aprendizaje estudiantil" (2016, p. 194).…”

Section: Cultura Escolar Colaborativaunclassified

Viabilidad de Comunidades Profesionales de Aprendizaje en sistemas educativos de bajo desempeño

Morales-Inga

Morales-Tristán

2020

Educ. Educ.

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Las comunidades profesionales de aprendizaje (CPA) constituyen una de las estrategias de desempeño escolar más importantes. Sin embargo, la mayoría de las escuelas en las que se han aplicado pertenecen a sistemas educativos de alto desempeño, como los de Japón, Corea de Sur, Finlandia o Singapur, lo que deja por fuera la realidad educativa de América Latina. Mediante un estudio exploratorio, basado en observación etnográfica y entrevistas semiestructuradas, esta investigación vincula teoría y práctica para discutir la aplicabilidad de las CPA en escuelas públicas pertenecientes a sistemas educativos de bajo desempeño. Como conclusión, se halló que los componentes principales de las CPA (estructuras organizativas flexibles, liderazgos distribuidos, valores compartidos y culturas escolares colaborativas) están presentes, pero son precarios y no soportan la implementación de la estrategia.

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The Role of Principals in Professional Learning Communities

Cited by 53 publications

References 32 publications

An integrative approach to professional development to support college- and career- readiness standards

An integrative approach to professional development to support college- and career- readiness standards

Deliberating change

Viabilidad de Comunidades Profesionales de Aprendizaje en sistemas educativos de bajo desempeño

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