Objectives: Based on longitudinal data from primary schools the main objective of this presentation is to examine interrelations between teacher’s work in professional learning communities and teaching quality on one hand and development of student achievements on the other hand. The analyses are embedded in a longitudinal study in German primary schools as a part of the European Collaborative Research Project ADDITION (A Dynamic Effective Knowledge Base for Quality in Education), which is connected with TIMSS and consists of contributions from six European countries.

Theoretical framework: On one side the theoretical framework is related to the approach of learning organization, especially theoretical assumptions about teacher collaboration in profes­sional learning communities (PLC) with regard to Leithwood (2000) and central goals by Hall & Hord (2001).  On the other side the analyses is related to the framework of the dynamic model of  Creemers & Kyriakides (2008)  concerning contributions of school-based strategies for creating a conducive learning environment and to enhance the quality of teaching practices and student’s outcomes. The knowledge base from other studies show that professional learning communities provide a conducive environment for teacher’s workplace and teacher’s learning and enable teachers for collaborative work and development of teaching (Rosenholtz  1991; Louis & Marks 1998; Leithwood 2000; Sigurdardottir 2010; Holtappels et.al. 2008). Some issues show that goal orientation and acting in a way of professional teamwork are able to contribute to student learning and student achievement (DuFour & Eaker 1998; Vescio, Ross & Adams 2008).  

Research questions: Our first assumption draw focus on relationships between professional team­work on PLC-level and quality of teaching practice. The se­cond assumption is that professional learning communities on a high level are able to contribute to student achievements. The presenta­tion will give answers to following research questions: 1) What kind of institutionalized teams are to identify in German primary schools? 2) How are the schools characterized con­cerning their organizational culture and their school policy on school improvement? Do goal orientations and acting of teachers in a way of professional learning in teams influence teaching quality in classrooms? 4) Can teacher collaboration in professional learning communities contribute to the development of student achievements in mathematics and science over one year?

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