The Effect of Participation in a K-16 Professional Learning Community on Teaching and Learning Practices - Further Evidence
Author: Judith Monsaas

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5. Conclusions

The evidence consistently suggests that participation in K-16 learning communities is having a positive effect on K-12 teachers' teaching and learning practices.  Teachers who participate in LCs report greater emphasis on standards-based teaching and learning than those who did not.  The interesting finding is that participation of a IHE faculty member has an impact on teachers' reported use of inquiry-based teaching and learning faculty.

As a part of PRISM, a policy has been put in place to reward science and mathematics faculty members for working with K-12 teachers.  Because this is an advocacy policy it goes beyond crediting work in K-12 schools as service only.  The policy encourages faculty to engage in the scholarship of teaching in their own classes and in their work with K-12 schools.  This policy, along with the evidence that faculty members' work with K-12 teachers has an impact, will help us to continue to support efforts to engage higher education faculty, particularly in the arts and sciences, in work with K-12 teachers to help them improve their content and pedagogy in science and mathematics.


Ellett, C. D. & Monsaas, J.A. (2007). Summary of the Development and Use of the Inventory for Teaching and Learning (ITAL) in the External Evaluation of the Georgia Partnership for Reform in Science and Mathematics (PRISM).  Retrieved from http://mspnet.org14286.

Sawada, D., Pibum, M, Falconer, K., Turley, J., Benford, R. & Bloom, I.  (2000). Reformed Teaching Observation Protocol (RTOP) Training Guide (ACEPT Technical Reports N0.1NOO-1, Tempe, AZ: Arizona Collaborative for Excellence in the Preparation of Teachers.)