Date of Completion

10-31-2014

Embargo Period

10-31-2014

Keywords

Professional Learning Community Student Achievement Program Theory High Performing

Major Advisor

Dr. Casey Cobb

Associate Advisor

Dr. Robert Villanova

Associate Advisor

Dr. Morgaen Donaldson

Field of Study

Educational Leadership (Ed.D.)

Degree

Doctor of Education

Open Access

Open Access

Abstract

Abstract

This study explored the implementation of professional learning community (PLC) teams as a primary strategy for school improvement in the immediate schools (grades 3-6) and middle school (grades 7 & 8) of a high performing school district. The study used program theory as an evaluation approach (Chen and Rossi, 1992; Rogers, Petrosino, Huebner & Hacsi, 2000; Weiss, 1996). Through the use of a logic model, program theory was used to retrospectively investigate the PLC implementation steps taken by principals that were intended to change teachers’ practices and lead to higher levels of student achievement. The evaluation of the PLC implementation tested the program theory to see if it realized the desired outomes and to identify what attributed to the outcomes. Analysis revealed a mixed alignment between the principals’ actions to the three main phases of the logic model (creating the conditions for success, collaboration and results). The results phase that assessed changes in teachers’ practices and increases in student achievement was least aligned. Over the four years, evidence suggested that instructional practices were discussed by teachers in PLC teams and were mostly implemented in the classroom. Student achievement scores remained mostly flat and student performance in writing actually declined during the period of the study. Recommendations for practice include specific steps that districts and principals can take in order for professional learning community teams to support changes in teachers’ practices and improved student achievement.

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