The Impact of Teacher Participation in Professional Learning Communities on Teacher Practices and Student Learning

Professional learning communities (PLCs) are in their fifth year of implementation at Avon Grove High School. DuFour et al. (2010) define a professional learning community (PLC) as an “ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve” (p. 11). The purpose of this research is to determine the impact of PLCs on teacher practices and student learning. In order to make this determination, the following research questions were investigated: What are teachers’ perceptions of professional learning communities (PLCs) in terms of the impact on their pedagogical practices? When it comes to the implementation of PLCs within academic content areas, how do the challenges and benefits impact student achievement? What supportive structures, resources, and conditions are most favorable for teacher growth in the implementation of PLCs? A mixed-methods research approach was used to answer the research questions. The Professional Learning Communities Assessment – Revised was administered twice during the school year, semi-structured interviews were conducted with teachers, and student results on the Classroom Diagnostic Tool (CDT) were collected over the last five years. The analysis of this data suggests that teachers feel their pedagogical practices have expanded and improved, student achievement has seen positive gains in two out of three measured content areas, PLC meeting time during the school day has been a necessary condition for success, and resources are available and necessary to help grow and sustain PLCs in the school.