Abstract

Professional Learning Communities (PLCs) are an important vehicle for teacher reflection and collaboration. The team leader of the PLC plays a critical role in the effectiveness of a PLC in improving instruction and student learning. However, there is less research around how the team leader facilitates the work of the PLC to improve instruction. This paper reports on a self-study investigation conducted by the team leader who used a modified approach to the PLC process focused on student mathematical thinking. The self-study consisted of analyzing video conversations of three PLC meetings to understand the nature of the leadership and how it changed over time. Based on analysis, there was evidence of the different roles the team leader played across the PLC meetings. Additionally, the roles changed over time as the needs of the team changed. Implications for PLC team leaders include how different roles are utilized to affect teacher discussion on instruction.

Degree

College and Department

David O. McKay School of Education; Teacher Education

Rights

https://lib.byu.edu/about/copyright/