Teacher perspectives on professional learning communities (PLCs) at a Native American school

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.