Secondary language arts teachers' perceptions of the impact of school improvement grant professional learning communities on their professional practice.

摘要

This qualitative phenomenological study explored in-service secondary language arts teacher perceptions of changes in their knowledge, skills, and dispositions resulting from the implementation of School Improvement Grant professional learning communities. The research question concerned teachers' perceptions of the impact of School Improvement Grant professional learning communities on their professional practice, with 2 sub-questions: how the process informed teachers' classroom practice and how the teachers evaluated the implementation of these learning communities in their schools. A purposeful sample of 10 language arts teachers from 2 middle schools in 1 school district were interviewed after the final year of the implementation of the School Improvement Grant. After coding, final emergent themes were the following: Teachers in this study attained a thorough understanding of standards and objectives; practiced more rigorous instructional reflection; utilized assessment data more effectively; experienced a more productive collaborative school culture; experienced a sense of belonging, togetherness, and productivity; experienced anxiety and frustration; and recognized change from the reform effort. The findings of this study report that School Improvement Grant professional learning communities provided an increased level of knowledge concerning standards and objectives, necessary skills to build collaborative learning environments, and impacted teacher dispositions. Implications for practice include the study's relevancy to district administrators, consulting groups, and teachers. Recommendations for further research include future study regarding School Improvement Grant application and implementation process, school reform consultant groups, and the impact of School Improvement Grant professional learning communities on academic achievement.