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Abstract
The purpose of this study was to examine the discussions and interactions of high school assistant principals and course team members (teachers) working as a Professional Learning Community (PLC). The context of this study occurred in a large suburban high school with four assistant principals and 19 teachers who were members of a course team. Distributed leadership theory provided a framework to address the gap in research about the relationship dynamics of high school assistant principals and course team members. The findings that emerged from this study are: 1) Assistant principals reported that their actions outside of course team meetings are important to improve PLCs; 2) The structure of professional development can impact teacher morale; 3) The features of testing platforms can encourage course team collaboration; 4) Course team leaders reported barriers that hinder collaboration.