This paper follows a program evaluation conducted at Hamlin Middle School. It begins with the premise that the Modes of Professional Learning function somewhat independently of each other and therefore, Hamlin Middle School fails to function of a learning system. The goal of the research is to establish a set of structures that leverages each of the four modes to their greatest advantage. The methodology is mixed method, utilizing quantitative results from the Illinois 5Essential Survey and qualitative data gathered during focus groups that convened to discuss the survey data. Results suggested that a) a culture of compliance negatively impacts collective responsibility and school commitment, b) perceptions of peer competence impact teacher-teacher trust, c) common teacher plan time is critical to learning systems, d) new standards documents have necessitated significant teacher professional learning, which teachers perceive might lead to burnout. The paper concludes with strategies and actions for strengthening the learning system at Hamlin Middle School.
","abstract_html":"<p>This paper follows a program evaluation conducted at Hamlin Middle School. It begins with the premise that the Modes of Professional Learning function somewhat independently of each other and therefore, Hamlin Middle School fails to function of a learning system. The goal of the research is to establish a set of structures that leverages each of the four modes to their greatest advantage. The methodology is mixed method, utilizing quantitative results from the Illinois 5Essential Survey and qualitative data gathered during focus groups that convened to discuss the survey data. Results suggested that a) a culture of compliance negatively impacts collective responsibility and school commitment, b) perceptions of peer competence impact teacher-teacher trust, c) common teacher plan time is critical to learning systems, d) new standards documents have necessitated significant teacher professional learning, which teachers perceive might lead to burnout. The paper concludes with strategies and actions for strengthening the learning system at Hamlin Middle School.</p>","abstract_has_math":false,"creators":["Crement, Emily"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Linell Monson-Lasswell","Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-12-01T08:00:00Z","date_published":"2017-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["Elementary and Middle and Secondary Education Administration","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/285","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linell Monson-Lasswell","Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Crement, Emily"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-03-04T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary and Middle and Secondary Education Administration","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/285"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper follows a program evaluation conducted at Hamlin Middle School. It begins with the premise that the Modes of Professional Learning function somewhat independently of each other and therefore, Hamlin Middle School fails to function of a learning system. The goal of the research is to establish a set of structures that leverages each of the four modes to their greatest advantage. The methodology is mixed method, utilizing quantitative results from the Illinois 5Essential Survey and qualitative data gathered during focus groups that convened to discuss the survey data. Results suggested that a) a culture of compliance negatively impacts collective responsibility and school commitment, b) perceptions of peer competence impact teacher-teacher trust, c) common teacher plan time is critical to learning systems, d) new standards documents have necessitated significant teacher professional learning, which teachers perceive might lead to burnout. The paper concludes with strategies and actions for strengthening the learning system at Hamlin Middle School.
"]},{"key":"dc:title","label":"Title","values":["Becoming a Learning System that Maximizes the Modes of Professional Learning: A Change Leadership Plan in a Middle School Setting"]}]}],"canonical_facts":{"dc:contributor":["Linell Monson-Lasswell","Elizabeth Minor"],"dc:creator":["Crement, Emily"],"dc:date.available":["2018-03-04T08:00:00Z"],"dc:description.abstract":["This paper follows a program evaluation conducted at Hamlin Middle School. It begins with the premise that the Modes of Professional Learning function somewhat independently of each other and therefore, Hamlin Middle School fails to function of a learning system. The goal of the research is to establish a set of structures that leverages each of the four modes to their greatest advantage. The methodology is mixed method, utilizing quantitative results from the Illinois 5Essential Survey and qualitative data gathered during focus groups that convened to discuss the survey data. Results suggested that a) a culture of compliance negatively impacts collective responsibility and school commitment, b) perceptions of peer competence impact teacher-teacher trust, c) common teacher plan time is critical to learning systems, d) new standards documents have necessitated significant teacher professional learning, which teachers perceive might lead to burnout. The paper concludes with strategies and actions for strengthening the learning system at Hamlin Middle School.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/285"],"dc:subject":["Elementary and Middle and Secondary Education Administration","Teacher Education and Professional Development"],"dc:title":["Becoming a Learning System that Maximizes the Modes of Professional Learning: A Change Leadership Plan in a Middle School Setting"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:32Z"}