Abstracts
Abstract
In 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.
Keywords:
- professional learning community,
- best practices,
- student achievement,
- teachers,
- principals
Appendices
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