This study aims to address the need
for systematic information about district-wide implementation of
professional learning communities (PLCs) as a critical element in
improving teacher quality and instruction, thereby contributing to
increased student achievement. The study will survey (online) a
population of teacher participants in school-based PLCs and
interview principals face to face about the context and their
perceptions of the initiative, pre- and post-implementation. Data
collection from teachers will focus on what the PLCs do, how they
operate, and to what extent they produce the outcomes expected of
them as framed by six conceptual attributes of PLCs and five
specific tasks. Data collection from principals will focus on
contextual information about school culture and conditions such as
resources that support implementation. Teachers and principals will
also provide their reflections on the challenges of implementing
PLCs and their suggestions for improvement. The analysis will
enable comparisons among PLCs within and across schools. Study
findings are expected to inform both theory and practice related to
implementation of professional learning communities.
PL:
Pub.L. 107 - 279 174 Name of Law: Education Sciences and Reform
Act (ESRA) of 2002
On behalf of this Federal agency, I certify that
the collection of information encompassed by this request complies
with 5 CFR 1320.9 and the related provisions of 5 CFR
1320.8(b)(3).
The following is a summary of the topics, regarding
the proposed collection of information, that the certification
covers:
(i) Why the information is being collected;
(ii) Use of information;
(iii) Burden estimate;
(iv) Nature of response (voluntary, required for a
benefit, or mandatory);
(v) Nature and extent of confidentiality; and
(vi) Need to display currently valid OMB control
number;
If you are unable to certify compliance with any of
these provisions, identify the item by leaving the box unchecked
and explain the reason in the Supporting Statement.