COLLABORATION, COLLEGIALITY, AND COLLECTIVE REFLECTION - A CASE STUDY OF PROFESSIONAL DEVELOPMENT FOR TEACHERS

Oct 15, 2026

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Collaboration, collegiality, and collective reflection are examined through a qualitative case study of teachers participating in Changing Results for Young Readers in British Columbia. The study analyzes rural teachers’ reflections on how they constructed professional realities within professional learning communities, including relationship-building, shared norms for collective learning, and evolving professional identities. Findings highlight how collaboration and shifting mindsets shape teaching and literacy-support practices, and how professional development can be structured to sustain inclusive instruction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Introduction

Professional Learning Communities: A Theoretical Framework

COLLABORATION, COLLEGIALITY, AND COLLECTIVE REFLECTION: A CASE STUDY OF PROFESSIONAL DEVELOPMENT FOR TEACHERS Jennifer Kelly, North Okanagan-Shuswap School District, and Sabre Cherkowski, University of British Columbia, Okanagan This case study documents and interprets teachers’ experiences in a professional development initiative called Changing Results for Young Readers in British Columbia. The reflections and discussions ofa group of teachers in a rural school district were examined in order to understand how the participants constructed their realities relative to their involvement in professional learning communities. Analysis of the teachers’ descriptions of their experiences provides insights on the significance of collaboration, collegial relationships, and shifting mindsets about the work of teaching, and these insights are important for understanding how professional development opportunities can be structured and facilitated to support the complex role of professional learning. Introduction School districts in British Columbia have been involved in a provincially designed and funded initiative called Changing Results for Young Readers aimed at building the instructional capacity of classroom teachers as well as the collaborative capacity between these teachers and literacy intervention teachers with the goal of supporting teachers’ literacy instruction in their classrooms. This initiative reflects a provincial trend toward creating inclusive classrooms where teachers can work collaboratively with literacy resource teachers to provide quality instruction for all students in the classroom. While research indicates that this inclusive approach has benefits for all students in the classroom (Allen, 2006; Allington, 2009; Butler & Schnellert, 2008), understanding how teachers experience the changes in practice that come with participation in collaborative professional learning requires more attention. Professional learning communities (PLCs) have been identified in the literature as an effective organizational approach for providing opportunities for teachers to engage in collaborative learning to improve their practice (Louis & Kruse, 1995; McLaughlan & Talbert, 2001; Lieberman & Mace, 2008) . PLCs can allow for collaboration and reflective practice, where teachers can come together with their colleagues to actively learn about and reflect on their practice with their colleagues (Mitchell & Sackney, 2009a; Stoll et al., 2007) . There has been significant research and writing on the potential benefits of professional learning communities for school improvement (DuFour & Eaker, 1998; McLaughlin & Talbert, 2001; Hord, 2004; Stoll & Louis, 2007). What seems less well understood is the practical experience of establishing and sustaining these communities from the perspectives of teachers, learning from them about how PLCs are effective structures for engaging them in more meaningful professional collaboration toward improved teaching practices. In this article we provide an“inside lens” of the PLC to describe and analyse the teachers’ experiences with collaboration in a PLC. Participants described for us their understanding of the benefits and challenges of building and sustaining relationships with colleagues, establishing norms and structures for collective learning, and building new professional identities through this experience. Their descriptions provide important insights about the challenges of balancing the demands ofa classroom role with the new complexities teachers often face as they are required to engage in PLCs and other initiatives, along with important insights related to how teachers are increasingly recognised as key players in how they think about school improvement. In this article we document the progress of establishing a learning community of classroom and literacy intervention teachers across one district as part of a provincial program to support early readers in th

FAQs

What professional development initiative is examined in the case study?

The case study examines teachers’ experiences in Changing Results for Young Readers in British Columbia.

How does the study describe the purpose of using a district-mandated professional learning community?

It seeks to understand teachers’ professional learning experiences, including how learning is transferred to classroom teaching and literacy support.

According to the theoretical framework, what core elements define professional learning communities?

Professional learning communities emphasize collaboration, collegial relationships, and reflective professional learning that supports shared inquiry and improved practice.

Oct 15, 2026

Uploaded by Muffet