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dc.contributor.advisorMelville, Wayne
dc.contributor.authorPratt, Connor
dc.date.accessioned2019-10-09T13:50:55Z
dc.date.available2019-10-09T13:50:55Z
dc.date.created2019
dc.date.issued2019
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca:7070/handle/2453/4411
dc.description.abstractThis project portfolio explores how, by improving teacher efficacy and enhancing collaborative professionalism, there are accompanying gains in student learning. The project is based around Ontario’s Policy and Program Memorandum (PPM) 159: Collaborative Professionalism. It explores how existing Professional Learning Community (PLC) structures can be modified to better incorporate the potential of collaborative professionalism. The literature review explains the challenges of a managerial professionalism but also the difficulties of a fully collaborative model. It explores the possible middle ground, where professionals have agency, but a final reporting feature allows for increased accountability. As a meaningful product, a potential protocol which facilitates the work of a PLC team during a school year is provided. The protocol uses Jenni Donohoo’s Collaborative Teacher Inquiry model as a base. It is modified and extended upon, to focus PLC teams in their collaboration. The PLC protocol is designed to increase the agency of those involved in the PLC, while generating both a measure of accountability for the work of the PLC team, as well as a way of generating possible future PLC foci.en_US
dc.language.isoen_USen_US
dc.subjectCollaborative professionalismen_US
dc.subjectCollective efficacyen_US
dc.subjectProfessional learning communitiesen_US
dc.subjectOntario educationen_US
dc.subjectStudent learningen_US
dc.titleCollaborative professionalism by way of collective efficacyen_US
dc.typeThesisen_US
etd.degree.nameMaster of Educationen_US
etd.degree.levelMasteren_US
etd.degree.disciplineEducationen_US
etd.degree.grantorLakehead Universityen_US
dc.contributor.committeememberWalton, Gerald


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