Abstract
Purpose. The purpose of this study was to describe the perceptions of Coalition of Essential Schools' (CES) principals and their Critical Friends Groups' (CFG) coaches with regard to the manifestation of the five disciplines of a learning community in the schools and CFGs, and the extent of difference in perceptions between the principal and the CFG coach. Methodology. The researcher used descriptive and ex post facto research. A forty-item survey was utilized to collect data to answer four research questions. The survey was administered to twenty-three CES high school principals and CFG coaches and sixteen CES middle school principals and CFG coaches. Findings. (1) In the perception of CES principals, CES schools manifest the five disciplines of a learning community. (2) In the perception of CFG coaches, CFGs manifest the five disciplines. (3) With regard to the manifestation of the five disciplines in schools and CFGs, a significant difference exists between the perceptions of coaches and principals. (4) Data indicate that there is not a significant difference in the manifestation of the five disciplines of a learning organization by number of years of CFG involvement. Conclusions and recommendations. Despite the absence of significant time for professional reflection, CES schools and their CFGs are still able to grow as learning communities. Among the recommendations are: (1) CES schools and their CFGs should become more familiar with the five disciplines of a learning community. Professional-development activities should be shaped by the five disciplines. (2) The Learning-Organization Survey should be used as a tool to continually assess school-wide practice. (3) CFGs should work with their school administrations to develop ways to extend CFG training and understandings to the whole school. (4) Schools should create infrastructures that support organizational learning.