Journal of K-12 Educational Research 29 for valuable professional learning and feedback that promotes teacher growth and development. Research has shown that when implemented effectively, PLCs can have a positive impact on teachers’ abilities in the classroom (DuFour, 2007). Teachers who have a positive PLC experience can grow in their instructional leadership capacity both in and out of their classroom. Opportunities for collaboration and a positive school climate are necessary structures that can support the PLC model and promote long-term sustainability. However, not every PLC is created equally and school and district leaders must continually work on ensuring teachers are provided the continuous, job-embedded professional learning opportunities necessary to increase teacher effectiveness (Thessin & Starr, 2011). The current study examined teacher perceptions of their PLC experience in the District. The study examined results of in-depth interview responses from teachers who participated in a PLC on their campus and how their experience influenced their abilities as a classroom teacher, their abilities to collaborate with their peers, the climate in the school, and their decision to remain in the classroom. The results of the current study indicated that teachers’ perceptions of their overall PLC experience has had a positive impact on their growth as a teacher and that teachers believe they are a better educator because of their participation in a PLC. When engaged in effective collaboration with their peers, teachers believe their PLC experience has helped to improve their classroom instruction. Furthermore, when campuses support the PLC process, it can positively impact the school climate. The results of the current study on the District’s goals for teacher retention were mixed. Teacher’s perceptions were there are other factors impacting their decision to stay in the classroom, including other types of teacher support beyond their PLC experience as well as the overall school culture. The data from the current study provides information for districts to consider when implementing PLCs. There must be systems of support in place at both the campus and district level to support long-term PLC success and to more clearly impact teacher retention. School leaders need to fully engage, as both participants and supporters, with their teacher professional learning communities to ensure continuous effectiveness and growth. As a result, PLCs can thrive and promote both teacher and student success. References Allensworth, E. (2012). Want to improve teaching? Create collaborative, supportive schools. American Educator, 36(3), 30-31. Annenberg Institute for School Reform. (2004). Professional learning communities: Professional development strategies that improve instruction. Retrieved from https://www.annenberginstitute.org/sites/default/files/ ProfLearning.pdf. Barth, R. S. (2006). Improving relationships within the schoolhouse. Educational Leadership, 63(6), 8-13. Retrieved from http://www.ascd.org/publications/ educational-leadership/mar06/vol63/num06/ Improving-Relationships-Within-the-Schoolhouse. aspx. Brown, K., & Schainker, S. (2008). Doing all the right things: Teacher retention issues. Journal of Cases in Educational Leadership, 11(1), 10-17. Cochran-Smith, M. (2004). Stayers, leavers, lovers, and dreamers: Insights about teacher retention. Journal of Teacher Education, 55(5), 387-392. Cohen, J., & Brown, P. (2013). School climate and adult learning. In Dary, T. & Pickeral, T. (ed) (2013). School climate practices for implementation and sustainability. A School Climate Practice Brief, Number 1. National School Climate Center. Dary, T., & Pickeral, T. (ed). (2013). School climate: Practices for implementation and sustainability. A school climate practice brief, Number 1. National School Climate Center. DuFour, R. (2004). The best staff development is in the workplace, not in a workshop. Journal of Staff Development, 25(2), 63-64. Retrieved from www. learningforward.org DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning? Middle School Journal, 39(1), 4-8.
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