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The study traced the process of developing a school-level instrument designed to identify systemic barriers that prevent schools from becoming PLCs. It evaluates culture, leadership, teaching, and professional growth and development to determine readiness, emphasizing tri-level system considerations for sustainable implementation and meaningful improvement in teaching and learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/professional-learning-communities-developing-a-school-level-readiness-instrument/597323/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/professional-learning-communities-developing-a-school-level-readiness-instrument/597323.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the school-level readiness instrument in this study?","Question",{"text":112,"@type":113},"It identifies systemic barriers that may prevent schools from becoming professional learning communities, and it assesses readiness using PLC-related factors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which PLC components does the instrument evaluate?",{"text":117,"@type":113},"It examines culture, leadership, teaching, and professional growth and development factors to judge whether a school is ready to become a PLC.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the study emphasize a tri-level systems approach?",{"text":121,"@type":113},"It argues that meaningful reform requires purposeful interaction across schools, districts, and provincial departments, because focusing on only one level undermines successful implementation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597323,1792152689,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Professional Learning Communities: Developing a School-Level Readiness Instrument  \nRay Williams, Ed.D.  \nKen Brien, Ed. D.  \nCrista Sprague, M. Ed.  \nGerald Sullivan, M. Ed.  \nAbstract  \nProfessional learning communities have become a focus of educational reform in New Brunswick. The implementation and sustainability of this reform is dependent on shifting many of the organizational and operational characteristics of the traditional bureaucratic model into those that support a learning community approach in schools. The study examined traces the process for developing a school-based instrument that identifies systemic barriers that may prevent schools from becoming professional learning communities. The instrument examines culture, leadership, teaching and professional growth & development factors in an attempt to determine the readiness of a school to become a PLC.  \nEducational reforms and demands for school improvement have become fundamental avenues for improving economic and social conditions in our society. These reform efforts, however, are too often rooted in a bureaucratic system that is incapable of stimulating and sustaining meaningful improvements in teaching and learning (Corcoran, Fuhrman, & Belcher, 2001) . The traditional operational model used in many schools, being part of a greater bureaucracy designed to meet the training needs of a more stable industrial society, is incapable of dealing with the demands for flexibility and creativity requisite for a knowledgebased society (Beairsto, 1999; Hargreaves, 2003) . In response to this concern, approaches to school improvement have shifted from centrally mandated, standards-based reforms toward amore collaborative site-based model (Datnow, 2002; Hargreaves & Goodson, 2006; Goertz, 2001; Slater, 2004) . This has led to a shift from a view of schools as bureaucratic organizations to one of schools as professional learning communities (PLCs) (Scribner, Cockrell, Cockrell, & Valentine, 1999; Senge, Kleiner, Roberts, Ross, & Smith, 2000) . While there is no universal definition of a professional learning community, an international review of the literature indicates that PLCs appear to share five key components: shared values and vision, collective responsibility, reflective professional inquiry, professional collaboration, and promotion of group and individual learning (Stoll, Bolam, McMahon, Wallace, & Thomas, 2006) . Schools where these components are combined to focus on student learning are more effective in sustaining improved student achievement (Bredeson & Scribner, 2000; Louis, Toole, & Hargreaves, 1999) . Accordingly, the Province of New Brunswick (2007) has chosen to support the development of the PLC concept throughout the public school system.  \nThe decision to adopt the PLC approach to school reform is only the first and arguably the easiest step. Over 30 years of effort has proven that successful implementation is far more difficult (DuFour, Eaker, & DuFour, 2005) . Fullan (2005b) contended that one important barrier to implementing PLCs in schools lies in the failure to consider the context at all three levels of the system—schools, districts, and provincial departments of education. We support his argument that it is unreasonable to expect schools to become PLCs while the district and provincial levels of the education system continue to operate solely as bureaucracies. Fullan (2006) further argued “If you want to change systems, you need to increase the amount of purposeful interaction between and among individuals within and across the tri-levels”[emphasis in original](p. 116) . Current research (Datnow & Kemper, 2003; Fullan, Rolheiser, Mascall, & Edge, 2002; Togneri & Anderson, 2003) has attributed the failure of reform efforts to their singular focus on one level of the system—the school. This research shows that policy  \nmakers who wish to significantly reform educational systems and improve our schools must adopt a tri-level systems approach.  ","cbCaisYnP6SaKO9D","https://ap.wps.com/l/cbCaisYnP6SaKO9D","pdf",69717,17,"English","# Abstract\n# School-Level Reform Characteristics\n## Organizational characteristics\n## Operational characteristics","[{\"question\":\"What is the purpose of the school-level readiness instrument in this study?\",\"answer\":\"It identifies systemic barriers that may prevent schools from becoming professional learning communities, and it assesses readiness using PLC-related factors.\"},{\"question\":\"Which PLC components does the instrument evaluate?\",\"answer\":\"It examines culture, leadership, teaching, and professional growth and development factors to judge whether a school is ready to become a PLC.\"},{\"question\":\"Why does the study emphasize a tri-level systems approach?\",\"answer\":\"It argues that meaningful reform requires purposeful interaction across schools, districts, and provincial departments, because focusing on only one level undermines successful implementation.\"}]","Professional Learning Communities - Developing a School-Level Readiness Instrument | PDF",1792084812,43]