Educators must be provided with quality conditions for effective and meaningful collaboration. This, with teachers’ collective commitment to student learning, is necessary for all students to achieve high levels. The professional learning communities’ (PLCs') framework is examined and researched around the characteristics of collaboration using three critical attributes; learning, collaboration, and results. PLCs require a change in both teachers’ belief systems and school leaders’ ability to design and deliver professional development that improves teaching and learning. Wagner et al.’s 4Cs model is used to examine current practices and develop a vision to improve collective inquiry through collaboration. After an in-depth analysis of qualitative data, strategies, and actions; a research-based model was developed, including implications for policy.
","abstract_html":"<p>Educators must be provided with quality conditions for effective and meaningful collaboration. This, with teachers’ collective commitment to student learning, is necessary for all students to achieve high levels. The professional learning communities’ (PLCs') framework is examined and researched around the characteristics of collaboration using three critical attributes; learning, collaboration, and results. PLCs require a change in both teachers’ belief systems and school leaders’ ability to design and deliver professional development that improves teaching and learning. Wagner et al.’s 4Cs model is used to examine current practices and develop a vision to improve collective inquiry through collaboration. After an in-depth analysis of qualitative data, strategies, and actions; a research-based model was developed, including implications for policy.</p>","abstract_has_math":false,"creators":["Fountain, Daniela"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-09-01T07:00:00Z","date_published":"2019-09-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/414","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Fountain, Daniela"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-10-16T07:00:00Z"]},{"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":["Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/414"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Educators must be provided with quality conditions for effective and meaningful collaboration. This, with teachers’ collective commitment to student learning, is necessary for all students to achieve high levels. The professional learning communities’ (PLCs') framework is examined and researched around the characteristics of collaboration using three critical attributes; learning, collaboration, and results. PLCs require a change in both teachers’ belief systems and school leaders’ ability to design and deliver professional development that improves teaching and learning. Wagner et al.’s 4Cs model is used to examine current practices and develop a vision to improve collective inquiry through collaboration. After an in-depth analysis of qualitative data, strategies, and actions; a research-based model was developed, including implications for policy.
"]},{"key":"dc:title","label":"Title","values":["Characteristics of Collaboration in Professional Learning Communities: A Program Evaluation Informing Change Leadership and Policy Implications"]}]}],"canonical_facts":{"dc:contributor":["Dr. Harrington Gibson"],"dc:creator":["Fountain, Daniela"],"dc:date.available":["2019-10-16T07:00:00Z"],"dc:description.abstract":["Educators must be provided with quality conditions for effective and meaningful collaboration. This, with teachers’ collective commitment to student learning, is necessary for all students to achieve high levels. The professional learning communities’ (PLCs') framework is examined and researched around the characteristics of collaboration using three critical attributes; learning, collaboration, and results. PLCs require a change in both teachers’ belief systems and school leaders’ ability to design and deliver professional development that improves teaching and learning. Wagner et al.’s 4Cs model is used to examine current practices and develop a vision to improve collective inquiry through collaboration. After an in-depth analysis of qualitative data, strategies, and actions; a research-based model was developed, including implications for policy.
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