Using District-Wide Professional Learning Communities for Continuous Professional Development in Physical Education: A Promising Example
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| Title: | Using District-Wide Professional Learning Communities for Continuous Professional Development in Physical Education: A Promising Example |
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| Language: | English |
| Authors: | Zack Beddoes (ORCID |
| Source: | Journal of Physical Education, Recreation & Dance. 2025 96(2):36-46. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Physical Education Teachers, Faculty Development, Communities of Practice, Teacher Competencies, School Districts, Administrator Role, Participative Decision Making, Teacher Collaboration, Facilitators (Individuals) |
| Geographic Terms: | New York (New York) |
| DOI: | 10.1080/07303084.2024.2437985 |
| ISSN: | 0730-3084 2168-3816 |
| Abstract: | In 2015, four physical education specialists launched the creation of district-wide physical education professional learning communities (DPE-PLCs) designed to enhance the effectiveness of continuing professional development (CPD) for physical educators. By the start of the 2019-2020 school year, 37 DPE-PLC units were fully operational within 25 geographic subdistricts. DPE-PLCs provided physical education teachers with monthly professional learning designed to enhance content knowledge, create instructional resources, and engage in continuous improvement. The reach, organization, and sustainability of the DPE-PLC structure invites a closer look into this model and signals potential for replication/modification in other school district contexts. Using the DPE-PLC structure as a functioning proof of concept, this article introduces and provides a rationale for district-wide PE-PLCs as one potential form of CPD to help physical educators improve practice, exchange ideas, and seek help from like-minded professionals. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500184 |
| Database: | ERIC |
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| Abstract: | In 2015, four physical education specialists launched the creation of district-wide physical education professional learning communities (DPE-PLCs) designed to enhance the effectiveness of continuing professional development (CPD) for physical educators. By the start of the 2019-2020 school year, 37 DPE-PLC units were fully operational within 25 geographic subdistricts. DPE-PLCs provided physical education teachers with monthly professional learning designed to enhance content knowledge, create instructional resources, and engage in continuous improvement. The reach, organization, and sustainability of the DPE-PLC structure invites a closer look into this model and signals potential for replication/modification in other school district contexts. Using the DPE-PLC structure as a functioning proof of concept, this article introduces and provides a rationale for district-wide PE-PLCs as one potential form of CPD to help physical educators improve practice, exchange ideas, and seek help from like-minded professionals. |
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| ISSN: | 0730-3084 2168-3816 |
| DOI: | 10.1080/07303084.2024.2437985 |
