Abstract

The study in this paper examined how teachers engaged in their structured Professional Learning Community (PLC) time in a manner that focused their work on student mathematical thinking. The participants included two third-grade teachers and two fourth-grade teachers engaged in an alternative PLC process during their collaboration time. Interviews were conducted and focused on how the teachers thought about student thinking as the driving force of their collaboration. The teachers found their PLC time was more focused, student thinking led the discussions and lessons, they were more responsive to student needs, and their own mathematical understanding increased. The teachers also found they became facilitators of the mathematical discussions occurring in their classrooms and there was a stronger community present among the grade level team. This structure of PLC created an accelerated learning process for novice teachers, increased focus during PLC time, and supported teachers to feel valued in their meetings. Teachers also felt more excitement around student thinking and became more responsive to student needs, both in planning lessons and in assessing their students. Teachers also expressed how their PLC meetings supported accelerated learning of student ideas for novice teachers, while providing professional learning for all teachers that contributed to their generative growth. Further research could examine the alternative PLC process with a whole school and what this may look like with other content areas.

Degree

College and Department

David O. McKay School of Education

Rights

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