High School Teacher Perceptions of Collaborative Professional Learning

Dill, Scott

High School Teacher Perceptions of Collaborative Professional Learning

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This quantitative study was designed to examine the perceptions of high school teachers related to the professional learning within their respective school systems and to determine if there are differences in the perceptions of those individuals who identify as collaborative versus those individuals who identify as non-collaborative. The study was based on four areas of research, each focused on an aspect of professional learning. The research of Peter Senge (2006, 2012) included systems thinking and learning; the seven standards for professional learning created by Learning Forward (Learning Forward, 2017i) focused on the components of effective collaborative professional learning; research on collaboration and collaborative practices in domestic and international systems (Cohen & Hill, 2000; Barker, Elliot, & Uchiyama, 2002; Darling-Hammond et al., 2017; Darling-Hammond et al., 2009; Schwarz, 2013); and the impact of growth mindset on professional learning and collaboration (Dweck & Leggett, 1988; Dweck, 2000). A synthesis of these sources around the lens of collaboration provided the theoretical framework for this study. The findings of this study support that effective collaborative professional learning programs should be cooperatively developed, implemented, and evaluated. Professional learning should have a clear connection to previous professional learning, the work currently being done by teachers, and to student learning outcomes and achievement. School leaders should ensure that a collaborative culture exists to support professional learning through distributed leadership and the utilization of feedback to ensure professional learning is a top priority in schools.

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