Exploring teachers’ experiences of a professional learning community

Our ability to structure professional learning opportunities in ways that teachers value and that support the implementation of the strategies and ideas contained therein are important considerations for improving teachers' practice. Professional learning opportunities can be structured in many ways, including through the use of professional learning communities. This study explores a professional learning community focused on the teaching of mathematics for social justice in which seven New York City public high school teachers participated. Relying on survey and interview data, the study explores teachers' beliefs and opinions about the professional development. The study examines those characteristics teachers valued such as working with peers, engaging in the opportunity voluntarily, and working over an extended period of time. Also considered are suggestions for improvement including the need for support through the implementation stage.