This case study evaluated the impact of implementing a Professional Learning Community (PLC) model on the role of teacher-leaders in a suburban school district. The study seeks to understand how the role of teacher-leader has traditionally been viewed by teachers and administrators and what, if any, changes have occurred in that role since PLCs were first implemented. Finally the study looks for signs that the initiative may be sustainable over the long-term by examining the changes that the PLC initiative had on the attitudes of both principals and teacher-leaders.
This qualitative case study was conducted by a senior administrator in the school district, acting as participant-observer. Data collection instruments included pre- and post-study interviews, document review, researcher-observation of relevant events and the results of several surveys conducted by others during the implementation of the initiative.
The study concludes that the role of teacher-leaders changed during the course of the PLC implementation with teacher-leaders becoming more active in school improvement efforts. The study also found that Principals were more willing to distribute leadership to teachers and teacher-leaders after the Professional Learning Community initiative and teachers and teacher-leaders became more committed to working on school improvement efforts as well. Using current research into the topic of sustainable change, the study suggests that these three findings are indicators the Professional Learning Communities may represent a sustainable concept to drive educational improvement efforts over the long-term.
