Teacher perspectives on professional learning communities (PLCs) at a Native American school
Year: 2025
Type: article
Abstract: Purpose This study was conducted to measure teacher perspectives on professional learning communities (PLCs) at a school site that predominantly serves Native American students in the Southwestern part of the US. The PLC was implemented as part of a multi-tiered system of supports (MTSS) model at the school site. Design/methodology/approach Six teachers representing elementary grades (K-5) participated in a focus group. Data were analyzed to develop qualitative codes by two research assistants to ensure inter-rater reliability. Findings The results indicate that teachers found the PLCs meaningful, supportive, collaborative and resourceful. Research limitations/implications Implications for research and practice in this context will be discussed. Originality/value To our knowledge, the impact of PLCs has not been studied in schools that primarily serve Native American students.
Source: School-University Partnerships
Authors: Sunaina Shenoy, Gloriane Ortega, Joshua Merrill, Allison Nannemann, Micayla Rivera
Institution: University of New Mexico
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4415608153