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Education Innovation

Who says professional development has to be costly? (Part…

April 22, 2019May 1, 2019
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Costs of Professional Learning Communities (Part 5/5) by Katie Reynolds

Professional development for teachers in the United States has significant funding, but this funding is poorly designated. Over $3 billion of federal aid for professional development is available under Title II-A, a U.S. Department of Education program. One estimate of public district spending per teacher on professional development is $6,000 – $8,000 per teacher a year (Sawchuck, 2010, p.2). Districts and individual schools do not provide the necessary oversight concerning how this money is spent. They do not evaluate whether the professional development practices utilized are effective by impacting teacher practices and student achievement. A more regimented distribution of funds needs to take place with accountability for classroom practices and student achievement.

Funding for professional development in Christian schools is insignificant when compared to public sector schools. Based on the 2014-2015 ACSI Financial Health Survey, only 40% of schools designate funds for professional development for administration, 41% funding PD for faculty, and only 21% for other staff (Association of Christian Schools International, 2015). On average, ACSI schools operate on a budget of slightly over $2 million (Association of Christian Schools International, 2015). The funds spent per teacher on PD is, in all likelihood, on the scale of 15 to 20 times less per teacher than the amount spent on public school counterparts. The lack of financial planning for professional development may indicate a lower emphasis in ACSI schools.

The cost of professional learning does not have to be elaborate, however. The costs of a PLC can be significantly less than that invested in professional learning opportunities. As schools have increasingly less money to invest in professional development, they are abandoning the yearly conferences and outside resources with high price tags. Schools have been slow to replace costly, ineffective professional development with less expensive, more effective professional development.

The costs of a PLC are related to staff, materials, technology and time. Time is the most significant cost factor of a PLC. Leaders and teachers have to invest in the time to plan, develop, and implement the activities of professional learning. Continuous improvement comes about through time investment in individual, team, and school-based learning. This time may reduce classroom seat time for students which often seems unacceptable to educators. This time, however, is making the time in the classroom more impactful and efficient. Staff investments are another cost factor in a PLC. Staff investments include the leaders and other specialized staff who facilitate components of the PLC, such as the mentors who work with less experienced teachers. Material and technology expenditures for PLC is a specific and necessary line item in the budget. Most technology and materials utilized for the PLC is that which is already in place in the school. Through training in a PLC, teachers might learn how to better utilize technology effectively in the classroom before it becomes outdated. New applications of technology with additional investment may take place as teachers gain new skills and begin to take risks in their classroom activities. A school may still occasionally spend money on workshops and seminars that incur extra costs such as travel and lodging. This type of training should include key leaders who then report back to the PLC group the new information or techniques learned so that the PLC teams can evaluate for inclusion in the development plan of their classrooms.

Call to Action

Christian school administrators need to reject the idea that a teacher’s time spent away from the front of a classroom is time wasted. There is tangible value to investing this time in professional development to increase teacher efficacy, teacher satisfaction, and student achievement. Increased parent satisfaction is yet another benefit which leads to improved school reputation in the community and ultimately, increased enrollment, higher revenue, and greater sustainability.

Jeffrey Pfeffer, in The Knowing-Doing Gap (2000) states that there is a gap between what an organization or its leader knows and their ability to turn it into action. Leaders tend to treat talking about something as the same as doing something about it. It is not enough to identify a problem and create a strategic plan to address it; leaders must take action. How many times has a Christian school undergone the accreditation process, developed a five-year strategic plan to address concerns, and then shelved it until the next iteration rolls around? Christian school leaders need to take action and see solutions through to the end. They need to implement and continue practices that enhance learning. After all, schools are in the business of learning and should make professional development that equips teachers to teach effectively, increases their satisfaction, and increases student achievement a top priority.

(Figure 1. The department level PLC structure in a high school. Departments meet as individual learning teams utilizing the foundations of the PLC model as described in the literature. Additionally, these groups are also having vertical dialog as a school so that development is not just at the team level but also at the school level. Adapted from DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work™, pp. 2–4.)

Education Leadership

We know we need community. Why the resistance? Part…

April 2, 2019April 22, 2019
by admin

This is part 4 of 5 in a series on creating learning communities in an independent school. Please see previous postings for parts 1 – 3.

Professional Learning Communities

Professional Learning Community (PLC) is a term that only recently came into common use in education circles despite that the concept has been around for decades. Unfortunately, the term has been used to describe almost any type of professional learning that takes place in a group. Due to prior incorrect implementation, teacher impressions of PLC effectiveness may be wrong. A true professional learning community, as described in the literature, is consistently described as having the following characteristics: (a) shared values and vision that focus on student’s learning, (b) high expectations of student academic achievement, (c) collective responsibility or shared leadership with teachers having a say in decisions, (d) reflective professional inquiry, collaboration which is supported by leadership by organizational arrangement, and (e) promotion of group, as well as individual learning (Stoll, et al., 2006; Graham, 2007; DuFour, DuFour). PLCs are meant to be timely, relevant, content-specific, and hands on.

The heart of a PLC is the community. A successful PLC will establish a community that has a culture concerned with growth and active participation in practices that bring about necessary change. PLCs have a high potential to fail when implemented incorrectly. When a school builds a PLC that brings together participants who do not explore new ideas, the school’s culture remains the same, as do ineffective classroom practices. There will be no growth, change, or increased student achievement. Teachers have the motivation to participate in professional learning when it meets the criteria of being specific to their content area, is hands-on and is immediately applicable. With an increase in interest, teachers are more likely to be active participants who bring their ideas into professional learning communities (Stoll et al., 2006).

Three learning theories provide a robust theoretical framework for PLC include adult learning theory, social learning theory, and situated learning theory. Adult Learning Theory refers to any form of adult education. Andrew Knowles coined the term andragogy, meaning literally “adult leading” (Knowles, 1984). An adult has a great depth of knowledge that was previously acquired in life and is available as a resource for future learning. An adult has the readiness to learn new information that is essential to their current social position or current job. Adults internalize knowledge and see the immediate application of new skills.

Vygotsky’s social learning theory, in its basic form, is a model of a demonstration by one participant and its imitation by the learner. Professional learning communities are partially based on social learning theory because mentorship plays an important role. A more experienced mentor may provide feedback on a teacher’s performance or demonstrate exemplary practice on a task that is then imitated by the learner in a similar situation. Intrinsic, internalized rewards such as positive feedback lead to increased motivation for learning (Miller, 2011).

Lave’s Situated Learning Theory states that knowledge should be presented in authentic contexts. Social interaction and collaboration are essential components of situated learning. Learners become involved in a “community of practice” which incorporates certain beliefs and behaviors to be acquired. Students move from novice to expert as they learn over time. In professional learning communities, teachers have active engagement in implementing techniques immediately and seeing results. Active learning, or hands-on practice in a real-world experience, contributes to teacher and student increased mastery over specific content (Miller, 2011).

Essential Components of a Professional Learning Community

The most critical element of PLC is a collaborative culture that has as its focus learning for all teachers, administrators, and students. In a collaborative culture, professional learning teams have some commonality and a shared purpose. One example would be departmental or grade level teams. Time is set aside each week for these community groups to work together on current practices, student performance, self and peer evaluations, goal setting, and curriculum development. Collaboration is not optional. There must be scheduled a time to meet with the professional learning team just as teachers and administrators plan time for specific classes and duties. As support systems mature, the motivation for individual improvement occurs which impacts the collective. Administration plays a vital role in collective responsibility by ensuring accountability. “The professional learning that occurs within learning communities both supports and is supported by policy and governance, curriculum and instruction, human resources, and other functions within a school system” (Killion & Crow, 2011).

A PLC School must have a focus on learning through collective inquiry that is action oriented. Professional learning teams are looking for best practices in both teaching and learning. Teams have to get real about the current status of their practices and achievements of their students. Collective inquiry “enables team members to develop new skills and capabilities that in turn lead to new experiences and awareness” (“About PLCs”, 2017). The ultimate goal of these experiences is that team members will eventually experience “shifts in attitudes, beliefs, and habits which, over time, transform the culture of the school” (“About PLCs,” 2017). PLC teams seek to answer Rick DuFour’s guiding questions: (a) What do we expect students to learn? (b) How will we know when they have learned these skills? (c) What will we do if they do not learn these skills? (d) What will we do when students do learn these skills? (DuFour, 2010). The answers to these questions guide the members to action steps necessary to address student performance. Accountability amongst peers rather than driven by the administration is characteristic of PLCs. Together, teams analyze current practices and results to create goals for improvement. Teachers engage in peer observations and provide feedback to help improve both individual and group performance.

Figure 1. The department level PLC structure in a high school. Departments meet as individual learning teams utilizing the foundations of the PLC model as described in the literature. Additionally, these groups are also having vertical dialog as a school so that development is not just at the team level but also at the school level. Adapted from DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work™, pp. 2–4.

A third essential component to PLCs is a desire to commit to continuous improvement by focusing on results. PLC members are not satisfied with the status quo. Richard DuFour (2016), a leading educator who promotes PLC use warns teachers and administrators not to expect perfection but to instead aim for progress. The process is one of continuous improvement. Goals are set for one stage, evaluated and new goals established for the next level of development. Data on student performances drive many decisions. Peer feedback and self-reflection impact future improvement goals.

Education Leadership

Resources for PLC Series

March 30, 2019April 2, 2019
by admin

REFERENCES

About PLCs. (2017). Allthingsplc.info. Retrieved 11 May 2017, from http://www.allthingsplc.info/about

Association of Christian Schools International. (2015). 2014 Financial Health Survey (p. 32). Colorado Springs. Retrieved from https://www.acsi.org/Documents/All%20SECURE%20Documents/Secure%20Publications/Tuition,%20Salary%20and%20Benefits%20Survey/ACSI%20Survey%202014-5.pdf

Barlow, J. (2015). Relationship of Teacher Perception of Principal Leadership Practices and Job Satisfaction in the Southeast Region of the Association of Christian Schools International (Unpublished doctoral dissertation). Liberty University, Lynchburg, Virginia.

Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 286-302.

DiNardo, L. M. (2010). The impact of professional learning communities on student achievement (Unpublished doctoral dissertation). Walden University, Minneapolis, Minnesota.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work™, pp. 2–4.

Ebert-May, D., Derting, T., Hodder, J., Momsen, J., Long, T., & Jardeleza, S. (2011). What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs. Bioscience, 61(7), 550-558.

Ellis, C., Skidmore, S., & Combs, J. (2017). The Hiring Process Matters. Educational Administration Quarterly, 27(1), 7-8.

Elpers, K., & Westhuis, D. J. (2008). Organizational leadership and its impact on social workers’

job satisfaction: a national study. Administration in Social Work , 32(3), 26-43.

Finn, D., Swezey, J., & Warren, D. (2010). Perceived professional development needs of teachers and administrators in PS-12 Christian schools. Journal of Research on Christian Education, 19(1), 7-26.

Fullan, M. (2006). Leading professional learning. School Administrator, 63(10), 10-14.

Galbreath, T. J. (2015). Exploring the effect of professional learning communities on teachers’ competency in the classroom (Unpublished doctoral dissertation). Capella University, Minneapolis, Minnesota.

Giacometti, K. S. M. (2005). Factors affecting job satisfaction and retention of beginning teachers (Doctoral dissertation, Virginia Polytechnic Institute and State University).

Graham, P. (2007). Improving teacher effectiveness through structured collaboration: A case study of a professional learning community. RMLE Online, 31(1), 1-17.

Hanuscin, D. L., & Lee, M. H. (2008). Mentoring new teachers. Science & Children, 49(5), 56-57.

Headley, S. (2003). Professional development policies and practices in schools affiliated with the Association of Christian Schools International. Journal of Research On Christian Education, 12(2), 195-215.

Kaniuka, T. (2012). Toward an understanding of how teachers change during school reform: Considerations for educational leadership and school improvement. Journal of Educational Change, 13(3), 327-346.

Korthagen, F. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98-106.

Jones, L., Stall, G., & Yarbrough, D. (2013). The importance of professional learning communities for school improvement. Creative Education, 4(5), 357-361.

Killion, J., & Crow, T. (2011). Standards for professional learning. Oxford, OH: Learning Forward.

Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.

Lee, J., Zhang, Z., &Yin, H. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to student. Teaching and Teacher Education, 25(5), 820-830.

Metropolitan Life Insurance Company. (2013) (pp. 45-48). New York, New York. Retrieved from https://www.metlife.com/assets/cao/foundation/MetLife-Teacher-Survey-2012.pdf

Miller, P. H. (2011). Theories of developmental psychology (5th ed.). New York, NY: Worth Publishers. ISBN: 9781429216340.

National Center for Educational Statistics. (2016). Private School Enrollment (pp. 82-86). Washington D.C..: US Department of Education. Retrieved from https://nces.ed.gov/pubs2016/2016144.pdf

Nir, A., & Bogler, R. (2008). The antecedents of teacher satisfaction with professional development programs. Teaching And Teacher Education, 24(2), 377-386.

Sawchuk, S. (2010, November 10). Full cost of professional development hidden. Education Week, 30(11), s14. Retrieved from http://ezproxy.liberty.edu/login?url=http://link.galegroup.com/apps/doc/A242593638/BIC1?u=vic_liberty&xid=bdd182df

Sigurðardóttir, A. (2010). Professional learning community in relation to school effectiveness. Scandinavian Journal of Educational Research, 54(5), 395-412.

Sion, R., & Brewbaker, J. (n.d.). Cross Conversations: How Well Prepared to Teach Content Are Student Teachers? What Can College/University Faculty Do Better? The English Journal, 90(6), 23-23.

Stoll, L., Bolam, R., Mcmahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258.

Swaner, L. E. (2016). What “works” in professional development for Christian school educators. Christian School Education, 20(1), p. 27-29.

Swaner, L. E., & Reel, S. (2017). Effective PD for Christian school leaders and teachers. Christian School Education, 20(2), p. 27-29.

Voelkel, R. H. (2011). A case study of the relationship between collective efficacy and professional learning communities (Unpublished doctoral dissertation). University of California, San Diego, California.

Zbrozek, A. W. (2015). Professional learning community and non-professional learning community schools: A quantitative study of perceptions of teachers on trust, professionalism, and change (Unpublished doctoral dissertation).

Education Leadership

PLCs for Teacher Efficacy and Satisfaction in Independent School…

March 30, 2019April 22, 2019
by admin

Professional Development

The purpose of professional development is to improve teacher efficacy by providing teachers with new skills. Sion (2001, p. 24) states that “there is no greater evidence of a talented and confident English teacher than one who has command of subject matter and is willing and able to clarify the material for students at all levels.” Teachers should be masters of their subject area and equipped to help students gain mastery of the subject as well. Hammond, Chung, and Frelow (2002, p. 286) concluded that “the extent to which teachers felt well prepared when they entered teaching significantly correlated with their sense of teaching efficacy, their sense of responsibility for student learning, and their plans to remain in teaching.”

Individual capacity, similar to self-efficacy, is defined as the level of ability one can reach. Professional development is meant to maximize individual capacity. As individual capacity increases, collective capacity, the level of ability of the whole school, is expected to increase. A successful professional development program should increase the ability of the individual by providing opportunities to improve needed skills and increase the ability of the whole as they work together as a unit. “For teachers in schools with high levels of collective capacity, reflecting on their practice is an ongoing, regular and valued part of their daily routine” (Fullen, 2007, p10.). Schools must build a culture where teachers work together to plan, discuss, and evaluate teaching to increase efficacy. Fullen (2007, p. 12) also defined building capacity as, “actions that lead to an increase in the collective power of a group to improve student achievement, especially by raising the bar and closing the gap for all students.” Increasing individual and collective capacity should have the additional benefit of improving student learning and achievement.

Also, “American education continues to prize teacher autonomy above the notion of teaching as a collaborative enterprise, in contrast to practices in higher-performing countries” (Sawchuck, 2010, p. 3). In a Learning Forward commissioned study, it was found that teachers in Asian and European countries “spent fewer minutes instructing students and more time working on their lessons with other teachers” than teachers in the United States (Sawchuck, 2010, p. 3). Time spent on lesson planning in the United States averages three to five hours a week while teachers in European and Asian countries spend 15 to 20 hours a week on similar planning is done in collaboration with their peers (Sawchuck, 2010). Teacher isolation is a professional norm in the United States. Isolation is a barrier to becoming a learning community.

Professional Development in Christian Schools

A recent ACSI-commissioned study surveyed ACSI schools for professional development preferences and experience. Importantly, the study showed that Christian school heads, principals, and teacher leaders feel inadequately prepared to lead educational leadership (Swaner & Reel, 2016). These leaders also experienced a discrepancy between their stated priorities and their genuine efforts when it comes to leading professional development in their schools. In the survey, leaders stated that educational leadership is a priority (79%) and they want to undertake their professional development on how to lead professional learning in the school (47%) (Swaner & Reel, 2016). This finding corroborates literature findings that show that educational leaders lack skills and confidence in educational leadership. Research confirms that school leadership has a significant impact on teacher satisfaction and efficacy as well as student achievement (Barlow, 2014; Elpers &Westhuis, 2008). When Christian school leaders are not equipped to lead instructional development and do not make it a top priority, there is a roadblock to improvement. These leaders will need to engage in professional development that addresses explicitly their capacity to lead instructional leadership.

Finding the best return on investment for (ROI) professional development has been at the heart of educational research for decades. Findings indicate that practice-based, collaborative professional development with a mentorship program is the most effective. Many public school districts have implemented these programs as part of education reform. Historically, Christian education leaders lag significantly behind the public sector in embracing education reforms and sometimes reject them outright. As stated in Swaner (2016, p. 32) Montoro “found that professional development in a sample of Christian schools did not meet national standards, and that progress is needed in providing more active, collaborative, and content-specific professional development.”

Christian schools need cost-effective professional development with high returns. The past ten years of post-recession have seen shrinking enrollments in private schools. “The percentage of all elementary and secondary students enrolled in private schools decreased from 12 percent in 1995–96 to 10 percent in 2013–14, and is projected to continue to decrease to 9 percent in 2025–26 (the last year for which projected data are available)” (National Center for Educational Statistics, 2016). Lower enrollment translates into less income with tighter budgets, less staffing, and more responsibility for faculty. These are conditions affiliated with low satisfaction. Tighter budgets and reduced staffing usually results in a reduction in time and investment in professional development. In actuality, the most successful companies increase professional development during periods of crisis to help employees deal efficiently with the challenges of a changed environment.

Lack of prior teacher training presents a significant challenge when considering professional development in Christian Schools. Christian schools often do not require state licensure or even ACSI certification for employment. In one of the few studies on teacher training trends of teachers in ACSI schools, 30.5% of Christian school teachers responded that they held a non-education or unknown undergraduate degree (Finn, Swezey, & Warren, 2010). These teachers often enter service without specific training in curriculum and development, differentiated learning, classroom managements, growth and development of humans, or learning theories. Christian school leaders must ensure that they are providing professional development that will help these teachers garner the skills necessary to be effective teachers. Administrators need to make sure that these teachers are receiving some ongoing development each year, especially in the early years, to increase their efficacy. A delay in implementation may result in higher teacher turnover (Nir and Bogler, 2006).

The most recent ACSI survey on professional development in Christian schools shows that 78% of teachers’ desire to have content specific professional development (Swaner & Reel, 2016) up from previous studies (Headley, 2003). This “shift occurred with their counterparts in secular settings a decade or so earlier” (Swaner & Reel, 2016, p. 29). The latent emphasis on content driven professional development is another indicator that Christian schools lag behind other reform movements in education. Christian educators realize their need to be more effective in the classroom. Competition from charter schools along with parental demand for high return on their investment requires that schools provide increasingly rigorous classroom experiences.

Surprisingly, professional development content area for Christian school teachers is biblical integration. Sixty-five percent of Christian school teachers surveyed stated they need professional development in this area (Swaner & Reel, 2016). Integration of Christian faith with academics rated as the 4th greatest need for additional preparation out of 25 identified needs in Finn et al.’s (2010) survey. The stated need for biblical integration training is evidence that teachers are feeling ill-equipped to handle the core component of Christian education, Biblical integration. Leaders must consider this a priority in professional development. The Christian school faces a dim future if both biblical and academic practices do not meet the level of constituent expectations.

Part 4/5 Coming Soon – Professional Learning Communities Background

Part 5/5 Coming Soon – Cost of PD and PLCs and Call to Action

Education Leadership

Professional Learning Communities as an Affordable Means to Increase…

March 16, 2019March 18, 2019
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Introduction

Professional development in education is vital to increasing teacher effectiveness and student achievement. For private schools, however, investments in professional development are a luxury rarely afforded. Furthermore, in Christian schools, teachers often come from non-education backgrounds with little to no teacher preparation experience. Lack of prior formal teacher training makes immediate, targeted induction and professional development essential for classroom success. Participants of one-time professional development, such as workshops and conferences, overwhelmingly state that they receive benefit from training and would incorporate the information learned into their teaching practices (May et al., 2011). Follow-up research, however, reveals that one-time professional development training infrequently translates into modified practices in the classroom (May et al., 2011). Unfortunately, Christian schools commonly rely on this type of professional development. Instead, education experts recommend that professional development includes long-term training with practice and feedback. Possible training formats include models such as situated apprenticeships and communities of practice. Such models provide a better means to developing teaching practices and implementation of those skills. Professional learning communities (PLC) have gained popularity as a tool to do this. Based on adult, social, and situated learning theories, PLCs advocate timely, relevant, and hands-on training that immediately utilized in the classroom setting. PLCs have the capability of being applied in the Christian education setting with minor cost investment.

Teacher Preparedness and Efficacy

Studies have compared the preparedness of teachers entering the field from a university-based training program to that of teachers entering the field from a non-university based route. One particular study by Darling-Hammond, Chung, and Frelow (2002) found that certified teachers felt better prepared than noncertified teachers on every factor measured except preparation to use technology. Darling-Hammond, Chung, and Frelow (2002, p. 296) also stated that a “sense of preparedness is by far the strongest predictor of teaching efficacy.” Studies indicate that when a teacher has a high sense of self-efficacy, he/she is more likely to exhibit behaviors tied to student learning (DiNardo, 2010; Galbreath, 2015; Jones, Stall, & Yarbrough, 2013). Teachers with a strong sense of self-efficacy are more apt to attempt new or advanced instructional techniques, have a more positive affect toward students, and be persistent in finding creative solutions to learning problems (Kaniuka, 2012). Such teachers are more likely to remain in teaching as a profession and be more enthusiastic about teaching.

Formal teacher training may produce beginning teachers who have a higher sense of self-efficacy. However, situated learning situations provide greater demonstrated improvement. We should “view student teacher learning as being part of the process of participation in social practice, especially the social practice in the schools” (Korthagen, 2010, p.99). Teacher learning is more dependent on training that takes place in the situation of the classroom setting, and that is immediately applicable (Graham, 2007; Lee, Chang, and Yin, 2011; Siguroardottir, 2010; Sion, 2001). Teachers who are in an environment with excellent on-the-job professional development will gain efficacy more quickly than those that do not. Therefore, correctly implemented professional development will increase teacher efficacy independent of the path a teacher took to their teaching position.

Teacher Satisfaction

Research shows that inexperienced or non-certified teachers show less satisfaction with teaching than new teachers afforded a strong induction program and mentorship (Hanuscin & Lee, 2008). Job satisfaction is a strong predictor of job retention. Giacometti (2005) studied variance in attitudes of teachers who indicated they were planning on staying in the profession versus those who said they would not. Those who reported that they would stay scored significantly higher than those who stated they would leave on the factors of community support, instructional support, preparation in teaching curriculum, managing students, assessing students, and compensation and benefit. Administrators must pay careful attention to address the factors that influence teacher job satisfaction and reduce teacher turnover are (Ellis, Skidmore, & Combs, 2017). The school environment and support should be one that fosters collaboration, provides time for professional development that addresses the stated needs of teachers.

Collaboration and professional development opportunities are critical factors in teacher job satisfaction. The most recent MetLife Teacher Survey (2013) shows a continuing trend of decreasing teacher satisfaction. “Teacher satisfaction has declined to its lowest point in 25 years and has dropped five percentage points in the past year alone, from 44% to 39% very satisfied” (MetLife, 2012). Teacher satisfaction has dropped 23 percentage points since 2008. Teachers with lower job satisfaction are more likely to say time to collaborate with other teachers has decreased in the past 12 months (29% vs. 16%). They are also more liable to say that professional development opportunities have declined in the previous 12 months (21% vs. 14%).

Teachers express greater job satisfaction when they have a higher sense of self-efficacy. Professional learning communities have been shown to provide an increased send of self-efficacy but even more importantly, an actual measurable increased individual capacity. Increased individual capacity through activities brought about through the culture of collaboration, and professional development brings about collective capacity and overall school improvement (Voelkel, 2011; Zbrozek, 2015). Ultimately, increased student achievement, the ultimate reward, will be met.

Part 3/5 Coming Soon – Professional Development and Current Trends in Private Schools

Part 4/5 Coming Soon – Professional Learning Communities Background

Part 5/5 Coming Soon – Cost of PD and PLCs and Call to Action

Education Leadership

Professional Learning Communities as an Affordable Means to Increase…

March 9, 2019April 2, 2019
by admin

Private Christian Schools face the challenge of declining enrollment, tight budgets, frequent faculty turnover, and processes that allow for the hiring of inexperienced teachers. Teacher preparedness is one of the best predictors of teacher effectiveness. A supportive environment that empowers faculty and provides quality relationships with peers are top predictors of teacher satisfaction. These factors must be considered when attempting cost effective, high impact professional development. Professional learning communities are a well-established means to establish a culture of learning in the school that increases teacher efficacy, teacher satisfaction, and ultimately, impact student achievement.

Keywords: professional learning community, collaboration, school improvement, student achievement, collective capacity, community of practice, collective efficacy

Subject classification codes: K12 Education, Professional Development, Teacher Education, Education Leadership