Abstract
This research involves the development of community to improve educational quality standard for Science teachers at the basic education institutions participating in the Chevron Enjoy Science. The aim is to study effective PLC elements contributing to the success of the selected educational models. Methodology included educational research process has been divided into three stages. These included 1) stage one is to study element factors, 2) stage two is to develop and to test PLC model suitable for the targeted PLC program, and 3) stage three is to analyze the effects of using the PLC model. The participants included 27 science teachers, 11 school administrators and 120 students from 11 school models. The research instruments consist of a) PLC Manual, b) Academic Quality Assessment Form, c) Science Classroom Observation Form, d) Model Satisfactory Questionnaires, and e) Science Classroom Management Survey. The content analysis includes both quantitative and qualitative studies; using median (x) and S.D. analysis. Findings revealed that the PLC developed the Science Classroom PLC model has been called "ATARE Model." The ATARE Model represents five different stages including 1) Assessment of Needs (A); 2) Team Sharing (T); 3) Action (A); 4) Reflection (R); and 5) Evaluation (E). The ATARE Model has contributed to the success of science classroom pedagogical practices in the following issues. Firstly, the increase educational quality is in the "very much" response category with the statistical significance is at .05. The model science teachers were able to use the "active learning" strategy in conducting inquiry based scientific pedagogy in classroom through the friendly PLC atmosphere. Secondly, the educational school administrators were satisfied with the PLC model in the "very much" response rate. The students were motivated to learn science in the teamwork manner. Thirdly, students believe that the science teachers were able to create the friendly learning atmosphere for the classrooms.
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