Educators’ Perceptions of Professional Growth Plans in the Context of Professional Learning Communities

Abstract

Professional Growth Plans (PGPs), a model of professional development for educators, were completed in the context of Professional Learning Communities (PLCs) as part of a grant from a state Professional Educator Standards Board. Participants were in the Pacific Northwest of the United States and represented different educator roles in two urban elementary schools. The PGP process was introduced in PLCs and focused on the implementation of High Leverage Practices (HLPs) for inclusive classrooms (McLeskey et al., 2019). In a collaborative effort with university facilitators, educators engaged in tenets of Participatory Action Research (PAR) through enactment of the PGP process to implement and reflect on outcomes related to their use of HLPs. Educators selected PGP goals focused on areas of instructional growth and improvement of student performance. PAR was enacted in the context of educators’ individual instructional settings through implementation of PGPs. The purpose of the grant was to familiarize and support educators in the PGP process. The purpose of the study was to identify educators’ perceived benefits and challenges with the implementation of PGPs within the context of a collaborative PLC.