Search results
1 – 10 of 12Kara Plank, Karen L Sanzo and Jay Paredes Scribner
This study aims to understand how to develop, support and utilize professional learning community (PLCs) to build organizational capacity to support teacher learning and…
Abstract
Purpose
This study aims to understand how to develop, support and utilize professional learning community (PLCs) to build organizational capacity to support teacher learning and collaboration. Although literature highlights the importance of leadership in creating a PLC, there is little research on specific actions leaders can take to create an authentic, sustainable PLC.
Design/methodology/approach
We employed a multicase study approach at three school sites within the same district. Our research was guided by the following questions: (1) How are learning communities developed and sustained in school settings?; (2) What is the role of administrators in cultivating learning communities?; and (3) What factors contribute to and hinder the success of learning communities?
Findings
Despite being in the same school district, the three schools’ PLCs operated differently. The schools displayed characteristics of PLCs, with minimal implementation of all components. Developing a professional learning community at all three sites began with implementing structural factors and mandating specific activities such as weekly grade-level planning. Social factors were much more complex to control by administration, affecting the fidelity of learning and collaboration within the PLCs.
Originality/value
Although the literature highlights the importance of leadership in creating a PLC, there is little research that supports specific actions leaders can take to create an authentic, sustainable community of practice. In addition, there is limited literature supporting how administrators use PLCs to build organizational capacity and support teacher learning. Our study contributes to building the empirical knowledge base related to these two areas.
Details
Keywords
Josh J. Ringling, Karen L. Sanzo and Jay Paredes Scribner
The purpose of this paper is to understand how and in what ways networking served as a vehicle to informal learning among elementary school principals.
Abstract
Purpose
The purpose of this paper is to understand how and in what ways networking served as a vehicle to informal learning among elementary school principals.
Design/methodology/approach
The authors used a multiple case study methodology across a ten-week period, studying six principals and conducting over 50 interviews. Six individual case studies were conducted, followed by a cross-case analysis.
Findings
This study found that a principal’s informal learning opportunities are just as important as formal ones, and often occur more frequently. Principals rely daily on a small network of other principals to informally learn about pressing challenges and situations in their schools. Informal learning allows principals to continually develop and refine their practices without the confines of formally set dates and times. Informal learning happens organically and is needs driven based on what knowledge a principal requires at a given point in time.
Originality/value
Although formal learning has been a focus in educational leadership research for the past 15 years, almost nothing is known about how principals informally learning. This study adds to the very limited body of research in the educational leadership field.
Details
Keywords
Karen L. Sanzo and Jay Paredes Scribner
In this chapter we used a content analysis process (Sanzo, 2012) on select 2010 and 2013 funded grant projects that focus specifically on leadership preparation and development in…
Abstract
In this chapter we used a content analysis process (Sanzo, 2012) on select 2010 and 2013 funded grant projects that focus specifically on leadership preparation and development in small and mid-sized urban school districts. The purpose of this analysis was to better understand how School Leadership Program (SLP) grant projects approach leadership preparation and development in small to medium-sized districts. Specifically, we explored how and in what ways did these grant-funded partnerships propose to recruit, structure partnerships, and mentor/coach participants. We discovered that SLP projects in this analysis utilize innovative means of recruiting and selecting program participants in a variety of ways, do not utilize a “one-size-fits” all model in their approach to preparing and developing school leaders, and employ authentic partnerships utilize a variety of collaborative mechanisms.