An Instrument for Measuring the Improvement Work of Professional Learning Communities
Saved in:
| Title: | An Instrument for Measuring the Improvement Work of Professional Learning Communities |
|---|---|
| Language: | English |
| Authors: | Aimee Howley, Craig B. Howley, Marged Dudek |
| Source: | Journal of Educational Leadership and Policy Studies. 2025 9(1). |
| Availability: | Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Test Construction, Communities of Practice, Instructional Leadership, Evaluation Methods, Test Validity, Factor Analysis, School Culture, Leadership Styles, Inclusion, Test Reliability, Leadership, Teamwork, Program Effectiveness, Educational Improvement, Models, Cooperation, Capacity Building, Elementary Secondary Education |
| Geographic Terms: | Ohio |
| ISSN: | 2473-2826 |
| Abstract: | This article explores the development and evaluation of the Building Leadership Team Assessment Tool (BLT-AT), designed to measure Professional Learning Communities' (PLCs') use of effective school improvement practices. The BLT-AT is grounded in Ohio's inclusive instructional leadership model, which emphasizes the improvement of teaching and learning, capacity building through support and accountability, an open and collaborative culture, and systemwide learning. The work to develop the BLT-AT aimed to provide schools with a reliable, open-access tool for assessing and monitoring their school improvement practices. A practice profile, which can help PLCs debrief BLT-AT results, also accompanies the instrument. Data for testing validity claims about the instrument came from a survey of PLC (and potential PLC) members across various Ohio schools, predominantly located in suburban areas. The study used exploratory factor analysis, which resulted in the identification of three key constructs: culture of continuous improvement, culture of shared leadership, and culture of inclusiveness. Scales constructed to reflect each of the factors also showed high internal-consistency reliability. Overall, the findings suggest that the BLT-AT is a promising instrument for measuring school-level improvement practices, as described in contemporary literature on educational leadership and reform. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477343 |
| Database: | ERIC |
| Abstract: | This article explores the development and evaluation of the Building Leadership Team Assessment Tool (BLT-AT), designed to measure Professional Learning Communities' (PLCs') use of effective school improvement practices. The BLT-AT is grounded in Ohio's inclusive instructional leadership model, which emphasizes the improvement of teaching and learning, capacity building through support and accountability, an open and collaborative culture, and systemwide learning. The work to develop the BLT-AT aimed to provide schools with a reliable, open-access tool for assessing and monitoring their school improvement practices. A practice profile, which can help PLCs debrief BLT-AT results, also accompanies the instrument. Data for testing validity claims about the instrument came from a survey of PLC (and potential PLC) members across various Ohio schools, predominantly located in suburban areas. The study used exploratory factor analysis, which resulted in the identification of three key constructs: culture of continuous improvement, culture of shared leadership, and culture of inclusiveness. Scales constructed to reflect each of the factors also showed high internal-consistency reliability. Overall, the findings suggest that the BLT-AT is a promising instrument for measuring school-level improvement practices, as described in contemporary literature on educational leadership and reform. |
|---|---|
| ISSN: | 2473-2826 |
