The Role of a Science Partnership in the Development of Building-Based Professional Learning Communities
To examine the two hypotheses, this preliminary study was designed to gather sufficient data to evaluate the implementation of the Professional Learning Communities in buildings and the roles of the teacher leaders, administrators, and other partners in initiating and sustaining them. Preliminary data included the initial proposals from the Teacher Leaders and principals to participate, surveys from and observations of the planning week, school capacity surveys completed by both Teacher Leaders and principals, examination of the detailed Professional Learning Community workshop plans, and surveys from and observations of the Professional Learning Community workshops. During the school year, structured logs of Professional Learning Community activities posted on the Partnership web site by the Teacher Leaders and independently by the Partnership Teachers on Special Assignment, who will observe most meetings, provide data on Professional Learning Community activities. Survey data and resulting written case studies from a series of four Teacher Leader/Administrator Symposia planned and executed by the Partnership are being collected and analyzed.
