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Professional Learning Communities and Student Achievement: More Than Standardized Test Scores Ray Williams, St. Thomas University –

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Presentation on theme: "Professional Learning Communities and Student Achievement: More Than Standardized Test Scores Ray Williams, St. Thomas University –"— Presentation transcript:

1 Professional Learning Communities and Student Achievement: More Than Standardized Test Scores Ray Williams, St. Thomas University – raywilliams@stu.ca Ken Brien, University of New Brunswick - kbrien1@unb.ca Keith Owre, University of New Brunswick -

2 Introduction Pilot Study 15 Schools & 1 District Office Professional Learning Communities Culture Leadership Teaching Professional Growth & Development Student Achievement Academic Achievement Positive Involvement Resiliency

3 Goals Examine level of PLC operations in schools Examine 3 measures of student achievement Determine the impact of PLCs upon student achievement

4 Process 2010-2011 Planning with district leaders & principals Formation of Guiding Coalition Gathering of PLC Data 2011-2012 Training of PLC Analysis Teams Interventions 2012-2013 Gathering of Data on PLCs and Student Achievement Data Analysis Reporting of Findings

5 Challenges Availability of course grades from schools Developing measures to gather positive involvement and resiliency Resources required to conduct research: o hold meetings o conduct training workshops o provide PLC interventions o Graduate student research assistance Competing systemic change Survey fatigue in schools Government policy shifts

6 First Level Analysis School D BarriersStrengthsNeither 201120132011201320112013 Culture8/151.5/156/1512.5/151/15 Leadership6/161/166/1615/164/160/16 Teaching5/160/166/1615/165/161/16 Professional Growth & Development 9.5/150/153.5/1514/152/151/15 Totals for all Instrument Items 28.5/622.5/6221.5/6256.5/6212/623/62 Percentage of Change42% Decrease56% Increase14% Decrease

7 PLC Culture Figure 1a - PLC Culture – 2011 School Collegiality, Trust, Commitment Support for Professional Collaboration Time to Collaborate on Student Learning Impact of Structural Factors on Collaboration Importance of Effective Communication 1a1b1c2a2b2c3a3b3c4a4b4c5a5b5c CS-74S-69S-72 S-74 B-49S-51-S-67S-68B-26S-59S-79- DS-71B-21S-57S-71-S-79B-71B-36B-21B-43B-38B-36S-54S-77B-38 HS-74S-83S-61S-70S-83S-87B-35S-65-B-45--S-70-S-57 IS-78S-64S-61B-22-B-39B-61B-42B-31B-42B-19B-50B-36B-22B-33 KS-85S-77S-92S-77S-85S-92S-77S-85S-69B-31S-69S-75S-61S-77S-61

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