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Effective PLC implementation also strongly influences teacher retention and collective teacher efficacy.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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SERGI MCBRAYER  \nKATHLEEN CRAWFORD  \nCORDELIA ZINSKIE  \nMONIKA KRAH  \nGeorgia Southern University, U.S.A.  \nSUMMER PANNELL  \nUniversity of Southern Mississippi, U.S.A.  \nABSTRACT  \nAs schools face increasing student achievement accountability, many educators have turned to school-level professional learning communities (PLCs) as a possible solution. The challenge is that many schools are not implementing PLCs with fidelity. It is imperative that school leaders assess PLC practices to ensure that critical components are being implemented and this research provides a framework to assess the perceptions of school leaders, teachers, and support staff regarding the implementation of various PLC dimensions. The findings indicated that although PLCs were being implemented with fidelity, those dimensions with lower means warranted further exploration. Additionally, responses regarding the influence of PLCs on teacher retention and collective teacher efficacy indicated that both are strongly influenced by effective PLC implementation.  \nINTRODUCTION  \nHistorically, most professional development opportunities were limited to onetime offerings such as conferences, highlighting a need for greater allocated time for educators to collaborate during the school day (Darling-Hammond et al., 2009) . However, in an age of increased student accountability, schools are constantly seeking new ways to raise student achievement through innovative and evidence-based practices. Professional Learning Communities (PLCs) assist in these efforts through “sustained and intensive professional development related to student achievement gains” that involve collaborative approaches to improve academic achievement school-wide (Darling-Hammond et al., 2009, p. 5) . These approaches employ layered protocols of intervention to promote structured pedagogical shifts that enhance learning communities (Dufour et al., 2016; Oldac & Kondakci, 2020) .  \nNationwide, schools have chosen to implement PLCs as a means of maintaining compliance with state licensing agencies. For example, the Georgia Professional Standards Commission (GaPSC) now requires engagement in professional learning on a continuing basis such as participating in PLCs (GaPSC, 2024) . This initiative to embrace PLCs, however, does not mean that schools are implementing PLCs with fidelity. Dufour et al. (2016) noted that the term PLC has become synonymous with “any loose coupling of individuals who share a common interest in education”(p. 10) . It is a common misconception that simply providing meeting times for teachers to engage in professional development or sending them to conferences is sufficient. On the contrary, there are critical components that must be in place to ensure that such gatherings result in higher levels of learning for students, and these components need to be implemented to achieve high-  \nEducational Planning | Fall 2024 9 Vol. 31, No. 4  \nperforming schools (Brown et al., 2017). Simply providing information is not sufficient for effective implementation as critical factors related to program content, duration, frequency of delivery, and interactive activities must be well-developed (Liang et al., 2015) .  \nOlivier et al. (2003) developed the Professional Learning Community Assessment Revised (PLCA-R) assessment tool to address this need. Through the administration of the PLCA-R, researchers can examine varied identified PLC dimensions to determine which areas are being implemented with fidelity and which areas need further support. These dimensions are the most appropriate areas to focus on due to their strong empirical associations with increased collective teacher efficacy (Kılınç et al., 2021; Lee, 2020; Little, 2020), organizational commitment and teacher retention (Cobanoglu, 2020; Torres et al., 2020), and enhanced relationships and trust among colleagues (Sahin &","cbCaiqhVcd754D91","https://ap.wps.com/l/cbCaiqhVcd754D91","pdf",236227,21,"English","# Abstract\n# Introduction\n## Professional development and accountability\n## PLC fidelity and assessment needs\n## PLCA-R and empirical PLC dimensions\n# Theoretical Framework\n## Transformational Leadership\n## Leadership effects on PLC characteristics","[{\"question\":\"Why do educators adopt professional learning communities in schools?\",\"answer\":\"Educators adopt PLCs to raise student achievement through sustained, intensive, and collaborative professional development aligned with accountability demands.\"},{\"question\":\"What problem does the study address regarding PLCs?\",\"answer\":\"Many schools adopt PLCs but fail to implement them with fidelity, so leaders need ways to assess which PLC components are truly in place.\"},{\"question\":\"How does PLC implementation affect teachers and school outcomes?\",\"answer\":\"The findings indicate that teacher retention and collective teacher efficacy are strongly influenced by effective PLC implementation.\"}]","Assessing the Fidelity of School-Level Professional Learning Community Implementation | PDF",1792095861,53]