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An Instrument for Measuring the Improvement Work of Professional Learning Communities

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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
FullText Text:
  Availability: 0
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  Data: An Instrument for Measuring the Improvement Work of Professional Learning Communities
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  Data: <searchLink fieldCode="AR" term="%22Aimee+Howley%22">Aimee Howley</searchLink><br /><searchLink fieldCode="AR" term="%22Craig+B%2E+Howley%22">Craig B. Howley</searchLink><br /><searchLink fieldCode="AR" term="%22Marged+Dudek%22">Marged Dudek</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Leadership+and+Policy+Studies%22"><i>Journal of Educational Leadership and Policy Studies</i></searchLink>. 2025 9(1).
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  Data: Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
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  Data: Y
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  Data: 31
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink>
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  Data: 2473-2826
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  Data: 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.
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  Data: 2025
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  Data: EJ1477343
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
    Subjects:
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Factor Analysis
        Type: general
      – SubjectFull: School Culture
        Type: general
      – SubjectFull: Leadership Styles
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Teamwork
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Models
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      – SubjectFull: Cooperation
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      – SubjectFull: Capacity Building
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Ohio
        Type: general
    Titles:
      – TitleFull: An Instrument for Measuring the Improvement Work of Professional Learning Communities
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            NameFull: Craig B. Howley
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              Y: 2025
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