Professional learning communities: A qualitative study of a Title 1 middle school

The purpose of this study was to describe the experiences of teachers in a Title 1 middle school in relation to the five dimensions of professional learning communities. The study sought to answer the following questions: How do middle school teachers perceive the five dimensions of a professional learning community and to what extent do teachers feel they have experienced meaningful professional and personal growth opportunities with the presence of a professional learning community? The evidence was collected using semi-structured face-to-face interviews and observations and field notes. Interview results provided evidence of mixed results among the participants. While evidence supported strong leadership and collective learning, the areas of shared vision and values as well as shared personal practice did not substantiate the positive effects. Participants did not believe the current professional learning communities were successful in all aspects, but that there had been growth. Participants were not positive about their personal experiences. This study added to the existing body of knowledge about the use of professional learning communities as a means of promoting educational reform and improving teacher development in schools. Implications for researchers, recommendations for further study, and leadership suggestions were identified