The Role of a Science Partnership in the Development of Building-Based Professional Learning Communities
2. Claims Examined
The project examined two primary hypotheses in this preliminary study. First, the success of Professional Learning Communities depends on approval from the district (which may be tacit) and direct support from the building principal and the Partnership (Elmore, 2004). Second, new teachers will respond positively to effective professional development and, if provided with adequate support, enthusiastically participate in effective Professional Learning Community activities.
