The principal's role in supporting professional learning communities

dc.contributor.authorDuling, Karen S.
dc.date.accessioned2012-04-24T18:13:18Z
dc.date.available2012-04-24T18:13:18Z
dc.date.graduationmonthMay
dc.date.issued2012-04-24
dc.date.published2012
dc.description.abstractIncreasing student achievement is at the forefront of the school reform movement. Today’s educators are called upon to raise academic standards to the highest level in history with common core standards that align with international benchmarks. One of the most rapidly-growing improvement efforts in today’s schools is the development of professional learning communities (PLCs). Research shows a link between PLCs and increased student achievement. Additional information is needed about how school leaders have successfully supported sustainable PLCs within their schools. The purpose of this multi-site case study was to understand the types of principal behaviors as perceived by both teachers and principals that are most meaningful in the support of PLCs. The study also examined the intersection of the dimensions of learning-centered leadership and the critical attributes of PLCs. This study concluded that in professional learning communities, principals and teachers share a vision for learning and address the needs of all learners. The following leadership dimensions are perceived to be important in the support of professional learning communities: the principal’s knowledge and involvement in curriculum and instruction, the principal’s knowledge and involvement in the assessment program, and the principal’s influence on organizational culture. The study also revealed that when learning-centered leadership and professional learning communities intersect, shared leadership and collective learning are perceived to occur. Commonalities among the five cases in this study were affirmed, but each school site also had unique characteristics. In particular, one site emerged as an exemplar for strong teacher leadership.
dc.description.advisorTrudy A. Salsberry
dc.description.degreeDoctor of Education
dc.description.departmentDepartment of Educational Leadership
dc.description.levelDoctoral
dc.identifier.urihttp://hdl.handle.net/2097/13629
dc.language.isoen_US
dc.publisherKansas State University
dc.rights© the author. This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectProfessional learning communities
dc.subjectLeadership
dc.subjectElementary principal
dc.subject.umiEducational leadership (0449)
dc.subject.umiElementary Education (0524)
dc.titleThe principal's role in supporting professional learning communities
dc.typeDissertation

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