Leadership in the Barrington Public Schools professional learning community

Title:
Leadership in the Barrington Public Schools professional learning community
Creator:
Costa, Suzanne Danforth (Author)
Contributor:
Conn, Kelly (Advisor)
Lohmann, Jane (Committee member)
Shea, Robert (Committee member)
Publisher:
Boston, Massachusetts : Northeastern University, 2013
Date Accepted:
June 2013
Date Awarded:
August 2013
Type of resource:
Text
Genre:
Doctoral theses
Format:
electronic
Digital origin:
born digital
Abstract/Description:
Working within the collegial model and relying on Hord's (2004) Five Dimensions of a Professional Learning Community as a thematic schema, this phenomenological research study explored the essence of leadership in the successful Barrington Public Schools Professional Learning Community (PLC) in Barrington, Rhode Island. This study discovered a thematic thread of capacity building - personal, interpersonal, staff, and organizational - through the lived experiences of leaders who developed, implemented and sustained the successful Barrington Public Schools PLC. Focusing on collaborative organizational structures, a cultural of learning, and a dependence on professional staff as the primary influences framing its investigation, this study confirmed the attributes of supportive and shared leadership in a successful PLC and brought to light the role of school leaders in empowering the collective capacity of the Barrington Public Schools PLC.

Finally, the findings of this study expanded on PLC literature from a practitioner perspective by conceptualizing the DuFour (2007) "loose-tight" leadership model and by providing strategies for school leaders aspiring toward best practice in the successful implementation of PLC initiatives and system wide reform.
Subjects and keywords:
collegial model
loose-tigh leadership
phenomenologicall study
professional learning community
shared decision making
supportive leadership
Educational Leadership
Teacher Education and Professional Development
DOI:
https://doi.org/10.17760/d20003318
Permanent Link:
http://hdl.handle.net/2047/d20003318
Use and reproduction:
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