Abstract
Purpose: The purpose of this study was to identify the strategies used by successful Professional Learning Communities, as measured by the PLCA-R, to maintain Hord's five dimensions of PLC's and to address the addition of new members to the PLC's. Methodology: The participants of this present study were 13 administrators of middle schools in San Bernardino County. All participants initially responded to the Professional Learning Community Assessment-Revised (PLCA-R) instrument. Five administrators then took part in open-ended interviews to identify strategies used by their PLC's to main Hord's five dimensions of PLC's and to address the addition of new members to the PLC's. Findings: Within the PLC's, the strategies used to promote: Supportive and shared leadership: 1) provide members with various opportunities for leadership, and 2) no administrative mandates, but rather delegate authority to spread the power out. Shared values and vision : 1) collectively create the school's vision, then regularly revisited the vision and made revisions when deemed appropriate. Collective learning and application: 1) recognize the importance of and seek the buy-in of all PLC members, 2) administrative trust of the collective will of the PLC, and 3) provide enough information. Shared personal practice : 1) open communication, 2) acknowledge that any enrichment or intervention implementation is not permanent, and 3) openly promote teacher observations. Supportive relationship conditions: 1) create a balance between work and celebration, and 2) provide members with emotional support. Supportive organizational structure conditions: 1) provide and schedule formal blocks of time for collaboration, 2) create teacher/team proximity through classroom assignment, and 3) base technology and resource material decisions on students' needs. Include new members: 1) build trust, 2) openly disseminate needed information, and 3) promote equality. Conclusions: The study data supported the conclusion that developing the Communities encourages member Learning and improves Professional results. Recommendations: To begin, schools need to readjust their perceptions and begin to place the community as the priority. Second, time needs to be given for PLC's to develop and strengthen so growth measurements should occur at minimum every two years. Third, confidence in the PLC's judgment and decisions must be demonstrated by limiting the requirement for paperwork as documentation. Fourth, schools need to go beyond the traditional BTSA program by implementing a new program to acclimate all new members to the PLC's.