Tag: PLC

WCPSS PLT survey responses have been positive over time, remaining at high levels for the past six school years. Analyses of High Five PLT Survey data from 2007-08 to 2012-13 show: The percentage of positive agreement to each of the High Five PLT Survey themes increased between 4 and 11 percentage points since baseline data was first collected in the 2007-08 school year. When the survey data were disaggregated by the six PLT themes, only "collaborative culture/team processes" showed a decline (two percentage points). When the survey items are examined individually, the percentage of respondents marking that they "strongly agree" almost universally decreased from 2011-12, while the percentage marking "agree" showed a corresponding increase. Administering the High Five PLT Survey at less frequent intervals is recommended, as well as standardized PLT training for all new staff.

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During the spring of 2010, over 9,000 educators across Wake County Public Schools (WCPSS) took the North Carolina Teacher Working Conditions (TWC) survey. Survey responses were then compared to turnover data to see if there is any relationship between the two. Results indicated that teachers' satisfaction with their working conditions were positively associated with the percentage of teachers who stayed at their school the following year. These findings are discussed in terms of implications for improving staff retention rates at schools.

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Summary - WCPSS PLT survey responses have been positive over time, reaching a high plateau for the last three years. Analyses of High Five PLT Survey data from 2007-12 show: In 2011-12, high percentages (87.2%) of WCPSS teachers responding to the High Five PLT Survey provided positive responses to the items. Responses have been positive from 2007-08 to 2011-12, with small increases over time. Overall, WCPSS has shown an improvement in its PLT Performance Index of 5.7 percentage points over five years. The elementary, middle, and high schools have shown gains of 4.2, 7.5, and 9.1 percentage points, respectively. The implementation of dedicated time for PLT work (Wake Wednesdays) correlated to slight increases in PLT indices at the elementary and middle school levels; only the elementary level saw a slight decline when dedicated time was no longer provided.

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Professional Learning Teams were first introduced in WCPSS in 2003. Implementation checks, first done in 2007-08, showed most teachers (81.5%) reported involvement in PLT work. These high percentages improved slowly over time, with 87% positive responses to items by fall of 2011. In terms of impact, 81% of teachers indicated students learned more because of their PLT work. Student retention rates, classroom grades, state test performance, and graduation rates have all improved over time. Regression analyses indicated those schools who utilized PLTs the most had greater decreases in student retention rates than those with lower implementation. Similar analyses for student growth on test results just missed statistical significance. While it is difficult to separate out the impact of PLT work from other initiatives, these analyses suggest PLTs have contributed to improvements in WCPSS outcomes despite tough economic times and increasing challenges for teachers.

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The Wake County Public School System (WCPSS) Board policy indicates that central staff are to support school implementation of Professional Learning Teams (PLTs) and to participate in PLTs at the central level. Central Services supported PLT work in the schools in a variety of ways. The percentage of principals who saw this support as adequate dropped from 85% to 70% between spring 2010 and 2011. Within Central Services, 86% of survey respondents reported participating in at least one PLT. Of those responding to the Spring 2011 PLT survey, responses remained overwhelming positive about implementation and effectiveness. However, without exception, the strength of agreement decreased, with the percentage of respondents who "strongly agreed" dropping between 2010 and 2011.

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Teams (PLTs) as a research-based method of improving teacher effectiveness and increasing student achievement. Over each of the last four years, a survey of educators was conducted in WCPSS and the other four High Five districts. As in previous years, this year's data showed strong support among teachers for the PLT model; between 73% and 91% of respondents indicating that they "strongly agree" or "agree" with the statements pertaining to the six PLT themes. Viewed longitudinally, positive responses for each theme have increased between four and eight percentage points since 2007-08. When 2010-11 results were compared with 2009-10, the results were less dramatic, with smaller changes in the percentage of positive responses.

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As a result of Board Policy 3610, PLTs were implemented across WCPSS in a consistent fashion in 2009-10. Data show that implementation improved and teachers spent more time engaged in collaborative work. School staff cited numerous benefits for teachers and students. Regression analyses showed a reasonably strong correlation between high levels of PLT implementation and students' academic achievement, attendance, and their overall level of satisfaction with their schools. Essential characteristics of PLTs were illustrated in case studies of high-performing PLTs' in the district. While collaborative cultures have been well-established, most teams could benefit from additional training on ways to use data, and on ways to evaluate the success of their efforts. Communications with school communities could also be more consistent across schools.

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Teams (PLTs) as a research-based method of improving teacher effectiveness and increasing student achievement. High Five PLT Survey results from 2007-08 through 2009-10 showed a strong level of support for the PLT oncept. The 2009-10 results revealed 73% to 92% of the respondents agreed or strongly agreed with all statements pertaining to each of the six core PLT themes. Generally, teachers responded more positively to the survey items in 2009-10 than in previous years. The percentage of teachers meeting weekly for over an hour increased greatly over prior years after implementation of the Board policy on PLTs. In short, survey results suggest strong implementation, with slow but measureable progress towards full functioning of all components of the model.

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On the High Five PLC Survey, most teachers, regardless of years of experience, viewed PLCs as having a positive impact on their work environment and student learning. Beginning teachers tended to have the highest percentage of agreement. The percentage of teachers agreeing that PLCs were having the desired impact increased between 2007-08 and 2008-09 for both beginning teachers and those with more experience. Thus, trends were in the desired direction.

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Communities (PLCs) as a research-based method of increasing student achievement and improving teaching effectiveness. Teachers were surveyed in 2007-08 and again in 2008-09 to obtain data about the status of PLC implementation efforts within the district. The 2008-09 results showed a strong level of support for the PLC concept (71% to 89% of the survey respondents agreed or strongly agreed with statements pertaining to each of the six core PLC themes). In most instances, teachers responded more positively to the survey items in 2008-09 than they did the year before. In short, survey results suggest that the district is making progress towards its goal of full PLC implementation.

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Professional Learning Communities (PLCs) are in the implementation stages throughout the Wake County Public School System (WCPSS). Results from the 2007-08 High Five PLC Survey of teachers throughout the school system, as well as observations and focus group interviews in selected schools, show that strong support continues for PLC implementation overall, (66% to 87% of respondents agreed or strongly agreed with statements about each PLC element). Results suggest PLC concepts and work efforts are well underway and are growing in implementation. Challenges cited include finding time for PLC team work and remediation of student skills, increasing the understanding of all staff of PLC concepts, and increasing teachers' skills in developing and using quality formative assessments.

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Professional Learning Communities (PLCs) are being developed in the Wake County Public School System (WCPSS) to promote continuous improvement and student success. Baseline results from a 2006-07 survey show strong support for PLC concepts/expectations among school staff (at least 88% rated themes as medium or high priority), with lower implementation levels (60-73%) per theme. Sustained implementation of PLCs was reported by 24-30% of staff for each theme. Results suggest training in PLC concepts and strategies should be well received in WCPSS, and that increased implementation is clearly possible.

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