| This mixed methods phenomenological study examines teacher perceptions of implementing professional learning communities. This study addresses the unique relationships between professional collaboration, teacher leadership, professional development, student learning, and instructional practice in order to work towards sustainable educational reform. The angle from which this study is derived comes from the belief that teachers are a critical component in school change and should be involved in the development, implementation, and evaluation of the reform effort. The researcher examines professional learning communities as a change agent and why this reform effort gives hope to the educational community in sustaining continual improvement. This study is an effective way at looking at PLC from the teachers' perspective in hopes to provide direction and support for schools that wish to implement the PLC model. This study focuses on three questions. (1) How do teachers feel about the first year of implementing a professional learning community? (2) Do teachers believe that professional development targets individual professional growth? (3) Do teachers perceive that collaboration promotes learning for all students?... |
