How Employing DuFour’s Professional Learning Community Guidelines Impacted a Mathematics Professional Learning Community

Janet M Herrelko

Abstract


This case study followed the work of 12 urban elementary school teachers as they created a professional learning community (PLC) focused on improving the mathematics skills of their students.  DuFour’s (2004) characteristics of PLCs served as the original guidelines for the group and functioned as an observation tool.  DuFour’s “Three Big Ideas†for organizing a PLC included 1) ensuring that students learn, 2) creating a culture of collaboration, and 3) analyzing the data results to make plans for the future. This study questioned if these Ideas were consistently employed in order to produce positive changes to their practice. Two conclusions were reached: the more frequently the PLC adhered to DuFour’s Big Ideas, the more productive their work. Second, four characteristics emerged that the members exhibited: dedication to students; perseverance; analysis skills; and camaraderie that enabled the group to work and make positive changes to their individual practices.


Keywords


Professional Learning Communities, Mathematics Education, Standards, Elementary School

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References


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