[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597069-105":59,"doc-detail-597069-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","winning-practices-in-professional-learning-communities","Winning Practices in Professional Learning Communities","","Winning Practices in Professional Learning Communities presents findings from a qualitative study conducted in New Brunswick, Canada to identify best practices arising from professional learning communities (PLCs) focused on teacher collaboration. Interviews with teachers and principals (N=13) indicate strong material- and strategy-sharing practices, improved continuity across grade levels, and development of assessment tools, student-progress monitoring technologies, and pedagogical resources. Systematic analysis of student outcomes further supports regulation of teaching practices toward more differentiated instruction.",{"@graph":69,"@context":126},[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/winning-practices-in-professional-learning-communities/597069/",{"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/winning-practices-in-professional-learning-communities/597069.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study described in the document?","Question",{"text":112,"@type":113},"The study aims to identify best practices emerging from professional learning communities (PLCs) in New Brunswick, Canada, with a focus on teacher collaboration.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did PLCs relate to changes in teaching and student outcomes?",{"text":117,"@type":113},"Participants reported stronger collaboration, sharing materials and strategies, and developing tools such as assessment grids and technology to monitor progress. Systematic analysis of student outcomes helped regulate teaching practices for more differentiated instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"Which assessments are discussed as part of the education system evaluation?",{"text":121,"@type":113},"The document discusses international assessments including Progress in International Reading Literacy Study (PIRLS), Programme for International Student Assessment (PISA), and Trends in International Mathematics and Science Study (TIMSS).",{"name":123,"@type":110,"acceptedAnswer":124},"What contextual action did New Brunswick take to implement PLCs in francophone schools?",{"text":125,"@type":113},"School districts established PLCs in every francophone-sector school and provided scheduled meeting time during school hours to support implementation without adding an extra task to the teachers’ workload.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},597069,1792152742,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Winning Practices in Professional Learning Communities  \nMarc Basque1, Patrick Arseneault2, & Yamina Bouchamma3  \n1 Université de Moncton, 2 New Brunswick Department of Education and Early Childhood Development, 3 Université Laval  \nAbstract  \nIn this qualitative study, we sought to identify the best practices emerging from professional learning communities (PLCs) in New Brunswick, Canada with regard to teacher collaboration. Established over a decade ago, PLCs are now a common practice in this province. The results of interviews conducted with teachers and principals (N = 13) show a strong level of collaboration between the teachers who shared materials, strategies, and interventions for greater continuity among practices from one grade level to another. In addition to developing assessment grids, technology to monitor student progress, and effective pedagogical tools in their PLCs, the participants were able to expand their reflection on their existing teaching practices and classroom materials, such as new strategies to help their students and a greater standardization and sustainment of practices and interventions, toward better differentiated instruction. A systematic analysis of student outcomes over several levels also helped regulate the teaching practices.  \nKeywords: professional learning community, best practices, student achievement, teachers, principals  \nIntroduction  \nTo evaluate the quality of their education system, school jurisdictions around the world use standardized tests for their students. These assessments make it possible to compare student data with those of other jurisdictions and thus orient decision-making processes toward effective changes and reforms. In Canada, the following international assessments are administered: (a) Progress in International Reading Literacy Study,(b) Programme for International Student Assessment (PISA), and (c) Trends in International Mathematics and Science Study.  \nThe PISA aims to determine the acquired knowledge and skills of 15-year-old students worldwide. In Canada, the Pan-Canadian Assessment Program (PCAP), in which the participants are 13-year-old students from all of the country’s 10 provinces,“inform[s] Canadians about how well their education systems are meeting the needs of students and society”(Council of Ministers of Education, Canada, 2011, p. 1). From 2000 to 2010, New Brunswick students trailed far behind the other jurisdictions. However, in the PCAP 2010 mathematics assessment, the province obtained a better performance rating and ranked fifth among all provinces (Table 1).  \nTable 1  \nNew Brunswick Rank in PISA and PCAP  \n\n| PISA 2000 | PISA 2003 | PISA 2006 | PISA 2009 | PCAP 2007 | PCAP 2010 |\n| --- | --- | --- | --- | --- | --- |\n| Reading | Reading | Reading | Reading | Reading | Reading |\n| 10/10 | 9/10 | 9/10 | 8/10 | 10/11 | 9/11 |\n| Math | Math | Math | Math | Math | Math |\n| 10/10 | 9/10 | 8/10 | 7/10 | 8/11 | 5/11 |\n| Science | Science | Science | Science | Science | Science |\n| 10/10 | 9/10 | 10/10 | 9/10 | 9/11 | 8/11 |\n\nThe PCAP 2010, conducted with a sample of approximately 32,000 eighth-grade students (8,000 francophones and 24,000 anglophones) from all 10 Canadian provinces and Yukon (Ministère de l’Éducation et du Développement de la petite enfance [MÉDPE], 2012, p. 1), revealed a marked improvement over the previous years. Another analysis of this significant improvement, which considered the two language groups (francophone and anglophone), found that New Brunswick’s francophone students did very well in mathematics by ranking third among the 19 represented instances (MÉDPE, 2012, p. 1)(Figure 1).  \nFigure 1  \nPCAP 2010 Mathematics Results by Language  \nNote. Outcomes were measured with a 95% confidence interval. It indicates to what extent the interval contains the true population mean. The PCAP score distribution has a Canadian average of 500 and a standard deviation of 100.  \nThese results raise two questions. How can this improv","cbCaijbJnBmpxITN","https://ap.wps.com/l/cbCaijbJnBmpxITN","pdf",689199,15,"English","# Abstract\n# Introduction\n## Standardized assessments and Canada\n## PISA and PCAP findings\n# The Context in New Brunswick\n# Research Objectives","[{\"question\":\"What is the main purpose of the study described in the document?\",\"answer\":\"The study aims to identify best practices emerging from professional learning communities (PLCs) in New Brunswick, Canada, with a focus on teacher collaboration.\"},{\"question\":\"How did PLCs relate to changes in teaching and student outcomes?\",\"answer\":\"Participants reported stronger collaboration, sharing materials and strategies, and developing tools such as assessment grids and technology to monitor progress. Systematic analysis of student outcomes helped regulate teaching practices for more differentiated instruction.\"},{\"question\":\"Which assessments are discussed as part of the education system evaluation?\",\"answer\":\"The document discusses international assessments including Progress in International Reading Literacy Study (PIRLS), Programme for International Student Assessment (PISA), and Trends in International Mathematics and Science Study (TIMSS).\"},{\"question\":\"What contextual action did New Brunswick take to implement PLCs in francophone schools?\",\"answer\":\"School districts established PLCs in every francophone-sector school and provided scheduled meeting time during school hours to support implementation without adding an extra task to the teachers’ workload.\"}]","Winning Practices in Professional Learning Communities | PDF",1792084311,38]