The Roles of Teacher Leaders in Guiding PLCs Focused on Disciplinary Literacy

Abstract

This study investigates the experiences of teacher leaders working to facilitate professional learning communities (PLCs) focused on inquiry into disciplinary literacy at the high school level. Specifically, we examine the moves that team leaders made to preserve focus and learning within their PLCs and how participants experienced their leadership. We found that the teacher leaders in this study established structures and routines for their PLCs to work productively together and that their facilitation was crucial for the success of inquiry, and thus for participants’ professional learning and growth.