Ed.D. (Doctor of Education)
Department of Leadership, Educational Psychology and Foundations
Public schools--Illinois--Chicago--Administration; Elementary school principals--Illinois--Chicago; Elementary school teachers--Illinois--Chicago
This study identified schools in the Chicago Public School system that operate as professional learning communities and determined the role that the principals played in developing the professional learning community. Through the use of teacher and principal survey data, 3 schools were identified for further research. Principal interviews identified specific actions taken by principals to develop and nurture the learning community. ISAT and ITBS data were observed to determine if the professional learning community existed alongside improved student performance. The specific research questions addressed in this study were: (1) Are there k–8 schools in the City of Chicago that qualify as Professional Learning Communities? (2) What role has the principal played in the development of the Professional Learning Community in these selected Chicago k–8 schools? (3) Have schools that exist as a Professional Learning Community seen growth in their ISAT and/or ITBS scores since the PLC was formed? Through a mixed-methods approach that included face-to-face interviews, descriptive statistics to analyze survey data, and an observation of ISAT and ITBS test data, the researcher identifies PLCs in the Chicago system and creates a list of specific actions that principals have taken in developing the PLC. Test data observation indicates that the scores have shown increases in the three schools identified as PLC's in this study.
McKinney, Donald A., "The role of the principal in developing a professional learning community in selected Chicago public elementary schools" (2004). Graduate Research Theses & Dissertations. 6268.
xi, 150 pages
Northern Illinois University
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