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Leadership Practices and Values in Professional Learning Communities: An Interpretivist Study, by Jeremy S. Ricken
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The purpose of this study was to determine how the leadership practices and guiding values of a professional learning community affect the nature of the professional relationships among teachers. Three major findings are discussed related to the implementation of PLCs as a means to improve student achievement in low-performing schools. First, implementing PLCs in a low-performing, economically disadvantaged school requires non-traditional leadership. Second, PLCs in economically disadvantaged schools differ markedly from the textbook ideal. And finally, PLCs alone do not affect social mobility for students. Results from this study should prove useful to principals who wish to lead the development of professional learning communities in their districts.
- Published on: 2012-11-21
- Released on: 2012-11-21
- Original language: English
- Number of items: 1
- Dimensions: 8.66" h x .43" w x 5.91" l, .62 pounds
- Binding: Paperback
- 188 pages
About the Author
Jeremy Ricken is an expert on professional learning communities. An advocate of shared leadership, he guides teacher teams in designing professional development resulting in improved student achievement. He received the Those Who Excel award from the Illinois State Board of Education. Dr. Ricken earned his Ph.D. from Illinois State University.
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Excellent Source for Professional Learning Communities
By Kathleen Hickey
Dr. Ricken skillfully characterizes the challenges and successes of two schools as they journey toward becoming professional learning communities(PLC's). He describes the professional learning within communities as these teams engage in continuous improvement and collective responsibility for the purpose of strengthening practice, building capacity, and increasing student performance. He tells the story as the professional learning communities attempt to achieve district and building goals. Five powerful leadership themes emerge in this qualitative study. These themes provide direction for those who are considering becoming professional learning communities. Most notable are the themes addressing shared leadership and the relational nature of influence within a PLC. In addition, Dr. Ricken explores the non-traditional leadership strategies necessary to improve student achievement in economically disadvantaged schools, especially as they strive to establish professional learning communities in challenging times.
Leadership Practices and Values in Professional Learning Communities is an excellent resource for teachers, principals, and other leaders who are considering transforming their schools into professional learning communities. In addition, Leadership Practices and Values in Professional Learning Communities would be an excellent text for university faculty who seek to frame their coursework with the knowledge and dispositions necessary to initiate and sustain professional learning communities in high poverty schools.
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