Professional Learning Communities (PLC) to Assist with Teacher Growth and Improvement of Teaching and Learning

Abstract

Due to so many changes that Baltimore County Public School (BCPS) teachers need to embrace and the huge amount professional development that goes along with new initiatives, BCPS is encouraging schools to establish professional learning communities (PLC) to assist with teacher growth and improvement of teaching and learning. The purpose of this case study is to understand how one Light House high school implemented a professional learning community model and to determine whether a PLC is effective in helping teachers with understanding and implementing the new initiatives around blended learning, targeted small group instruction, and multiple learning pathways. More specifically, the researcher determined the school’s level of immersion in the basic dimensions of a professional learning community, identified compelling and constraining forces affecting implementation, and assessed beliefs of certified personnel about the sustainability of the model.