Graduate Learning Communities: Transforming Educators

Quantitative data collected from graduates of the Southwest Minnesota State University Master of Science in Education program examined the impact of the learning environment, the role of the facilitator, and their professional development. The results showcased the success of the learning community model in facilitating personal and professional growth and transformation. Essential elements of the program include: best practices, learning environment, effective teaching strategies, research-based decision making, scaffolding, peer collaboration, learning community philosophy, professional growth, empowerment, reflective practitioner, inquiry, and transformational leader (change agent). The data collected from student surveys over a five-year period indicated a high level of impact on their empowerment and transformational practices

The Relationship Among Teacher Satisfaction, School Organizational Climate, and Professional Growth and Development Attitudes of High School Teachers

The purpose of this study was to identify and explore the relationships among school climate, teacher satisfaction, and professional growth and development attitudes as perceived by high school teachers. The study also provided school climate, teacher satisfaction, and teacher professional growth and development attitude profiles. The NASSP School Climate Survey was used to measure the schools\u27 climate profiles. The NASSP Teacher Satisfaction Survey was used to measure the affective perceptions of secondary teachers of their work environments. The Teacher Professional Growth and Development Attitude Scale was used to measure teachers\u27 professional growth and development attitudes. One hundred seventy-three teachers in four high schools participated in the study. The climate profiles of the four schools were generally typical with subscale rankings falling within the nationally normed average range. The satisfaction profiles of the four schools were generally typical with subscale rankings falling within the nationally normed average range. Teachers in the four schools exhibited strong patterns of agreement about and affect toward professional growth and development. There was an overall significant positive correlation (p $There was an overall significant positive correlation (p$ There was an overall significant positive correlation (p $ This study suggested that growth is related to climate and satisfaction. While it is not clear from the data precisely how to get one from the other, the general relationship is clear and consistent

Sustainable Transformation of Educators in a Graduate Learning Community Model

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Student Reported Growth: Success Story of a Master of Science in Education Learning Community Program

Quantitative and qualitative data collected from students who have completed a Master of Science in Education Learning Community Program support the effectiveness of the learning community model in facilitating professional growth and transformation. Instructors model constructivist theory. Peer review, collaboration, and reflective analysis of theory and practice are essential components of the model. The program facilitates growth as educators build their understanding about teaching and learning, transfer their ideas and processes into the classroom, and take an active leadership role in promoting change in classrooms, school, and larger community