{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1049"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1049","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Professionalizing practice: how PLC development enhances teaching and learning","abstract":"Professional learning communities (PLCs) are groups of professionals who work collaboratively to meet expressly stated goals. The groups analyze data and make decisions based upon that analysis. All parties closely monitor student achievement. A true PLC is focused on a specific, measurable, attainable, results-oriented, time-bound (SMART) goal. In this study, the PLC is designed to increase teacher use of research-based best practices, which is referred to as \"professionalizing practice\". This study focuses on a group of volunteer high school teachers who met regularly before and after school to discuss students, share ideas, collaboratively implement strategies, and gather and analyze data. The teachers were trained in PLCs, coached during meetings, and observed by the researcher. This study evaluates the effectiveness of the PLC as it relates to enhanced professional practice, in particular reflective practice and the use of data to drive instruction.","abstract_html":"Professional learning communities (PLCs) are groups of professionals who work collaboratively to meet expressly stated goals. The groups analyze data and make decisions based upon that analysis. All parties closely monitor student achievement. A true PLC is focused on a specific, measurable, attainable, results-oriented, time-bound (SMART) goal. In this study, the PLC is designed to increase teacher use of research-based best practices, which is referred to as "professionalizing practice". 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