| The purpose of the study was to describe a district attempting to develop into a professional learning community. The methodology employed was a single-case study. The district was chosen based on a presentation made by district personnel at a state conference that indicated how the district was evolving into a learning organization and the superintendent's willingness to have the study conducted within the district. The superintendent, one school board member, nine central office administrators, 11 principals, and 17 teachers were interviewed to gather information regarding the district's efforts to create change, develop attributes of a professional learning community, and improve student performance. Five interview guides were developed based on Hord's (1996, 1997) five dimensions of a professional learning community. Additionally, district and campus artifacts; field observations; state education agency data; and teacher survey responses were collected and examined for triangulation of the data.;The following conclusions were derived based on the data analysis: (1) Western Crossing ISD did appear to have four characteristics of a professional learning community based on the five dimensions and characteristics, as described by Hord (1996, 1997); the dimensions are present in the district at both the campus and district levels. The characteristics that appeared to be present were in the four dimensions of shared decision-making; visions for school improvement; staff's collective learning and application of the learnings; and school conditions and capacities that support staff's arrangement as a learning organization. (2) One dimension of a professional learning community, as described by Hord (1996, 1997), that was not present was shared personal practice. (3) There is evidence that a superintendent can influence a district's development toward a professional learning community through utilizing specific processes and actions to change the culture and belief system of a district. Several specific actions and processes correlated to the characteristics of a professional learning community as described by Hord (1996, 1997). In addition, the superintendent influenced the district's development toward a professional learning community and district's culture by exercising her leadership through the three roles described by Cuban (1985)---politician, manager, and teacher. (4) The leadership style and educational and instructional background of the superintendent appeared to have affected the development toward a professional learning community. (5) Simultaneously, development toward a professional learning community paralleled increased student performance as measured by state AEIS data. |
