Educator perceptions of the impact of professional learning communities on professional growth and student learnin

A preponderance of literature strongly suggests that teacher quality is the most significant school-based factor influencing student achievement (Hanushek, 2010; Kane, Taylor, Tyler, & Wooten, 2011; Mc Caffrey, Lockwoood, Koretz, & Hamilton, 2003; Rivkin, Hanushek, & Kain, 2005; Rowan, Correnti, & Miller, 2002; Wright, Horn, & Sanders, 1997). These findings have wide-ranging implications for educators' professional development toward effective practice. Research supports the benefits professional learning communities offer toward substantive educator growth and increases in student achievement (DuFour, DuFour, & Eaker, 2008; Hord, Roussin, & Sommers, 2008; Lomos, Hoffman, & Bosker, 2011; Supovitz, 2002; Vesico, Ross, & Adams, 2008).;The purpose of this study was to explore educators' perceptions of professional learning communities along a continuum of the operationally defined dimensions of a professional learning community. In addition, educators' perceptions of the overall quality of professional learning resulting from professional learning community participation were explored.;Two research questions guided this study: (a) How do educators perceive professional learning communities as defined by the five universal dimensions; and (b) What are educators' perceptions of the overall quality of professional learning experienced through participation in a professional learning community?;The study site was comprised of five schools within one school district located in the northeastern United States. The study site was purposefully selected to meet selection criteria aligned to the research.;The study employed a mixed methods design. Concurrent quantitative and qualitative data collection using two research-validated surveys was followed by semi-structured interviews of a stratified random sample of participating educators. Descriptive statistics results from both surveys were analyzed to determine the strength of the dimensions of the professional learning communities under study and the alignment of the professional learning communities to established professional learning standards. Semi-structured interview data were transcribed word for word, followed by member checking. All interviews were coded to capture emerging themes and develop an organizational framework through a constant-comparative analysis.;This study sought to add to the literature in the field surrounding professional learning communities and to support educators' clear understanding of the structures and processes that strengthen the fidelity and integrity of professional learning community implementation.