Professional Learning Communities Assessment-Revised: Validity and Reliability

About the PLCA-R

The Professional Learning Community Assessment-Revised (PLCA-R, 2010)1 is a revision of the initial Professional Learning Community Assessment (2003). The questionnaire was created to assess everyday classroom and school-level practices related to identified dimensions of professional learning communities (PLCs).2 The measure has been administered to professional staff in numerous school districts at various grade levels throughout the United States. Educators and researchers have used the tool to help determine the strength of practices within each PLC dimension in their own schools.

  • 1. Olivier, D. F., & Hipp, K. K. (2010). Assessing and Analyzing Schools as Professional Learning Communities. In K. K. Hipp & J. B. Huffman (Eds.). Demystifying professional learning communities: School leadership at its best. Lanham, MD: Rowman & Littlefield Education.
  • 2. Olivier, D. F., Hipp, K. K., & Huffman, J. B. (2003). Professional learning community assessment. In J. B. Huffman & K. K. Hipp (Eds.). Reculturing schools as professional learning communities. Lanham, MD: The Scarecrow Press.

Validity and Reliability

The widespread use of the instrument provided an opportunity to review the dimensions for internal consistency. Our most recent analyses of this diagnostic tool has confirmed internal consistency resulting in the following Cronbach Alpha reliability coefficients for factored subscales (n=1209):

  • Shared and Supportive Leadership (.94)
  • Shared Values and Vision (.92)
  • Collective Learning and Application (.91)
  • Shared Personal Practice (.87)
  • Supportive Conditions-Relationships (.82)
  • Supportive Conditions-Structures (.88)
  • One-factor solution (.97)

This assessment tool has gone through construct validity (Expert Study and factor analysis) and has yielded satisfactory internal consistency for reliability.