Using District-Wide Professional Learning Communities for Continuous Professional Development in Physical Education

A Promising Example

Bibliographic Data

ID21557093
AuthorsZack Beddoes (0009-0008-3361-6609), Brendan Quest, Jenna Starck (0000-0002-4886-5586), Sílvia Silva (0000-0002-3952-6160), Diana STEIN, Christina Rios, Debra Sazama (0000-0003-4197-0081)
Year2025
Volume96
Issue2
Pages36-46
Publication date2025-02-12
Open AccessNo
TypeARTICLE
VenueJournal of Physical Education Recreation & Dance (JOURNAL)
Journal identifiersISSN: 0730-3084 • E-ISSN: 2168-3816
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/07303084.2024.2437985
OpenAlexW4407957123
LanguageEN
Citations received1
References cited10

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

Mathematics education · Pedagogy · Physical education · Professional development · Professional learning community · Sociology · Diverse Educational Innovations Studies · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology

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