INSTRUCTIONAL LEADERSHIP: THE RELATIONSHIP BETWEEN PROFESSIONAL LEARNING COMMUNITY BEST PRACTICES AND STUDENT ACHIEVEMENT

This study evaluated the implementation of Professional Learning Communities (PLC) in a Texas school district. It established the reliability and validity of a PLC instrument, measuring the perceived degree of implementation of the model on campuses, and examined the significant difference between the perceptions of principals and instructional coaches regarding implementation of the model at the campuses, as well as the relationship between perceived implementation and results on statewide assessments. It found that perception differences did exist between principals and instructional coaches, and some aspects of PLC had significant positive correlations with student achievement on state assessments. With the increase in legislated public school accountability measures, principals and school leaders continue to seek professional models that can positively impact student growth. The PLC is a model that has gained momentum in public school systems. PLC emphasizes that educators work together in collaborative teams as a part of continuous improvement.