A suburban school district in northwest Washington State has invested in a teacher-led, school-based model of instructional rounds to improve collaborative relationships among teachers and further teacher understanding of an instructional framework, but there is little formal evidence that instructional rounds is meeting its goals. The purpose of this study was to determine if instructional rounds is impacting teacher learning. The conceptual framework that grounded this study was Wenger's construct of communities of practice, a social theory of learning. The key research questions were focused on how participation in instructional rounds impacts teacher collaboration and learning of the instructional framework. To address the research questions, a qualitative evaluative case study was conducted. Data were used collected by using individual, face-to-face interviews with 6 different teachers and reviewing program document. Teachers selected for interviews had participated in instructional rounds during the past 3 consecutive years, participated as an observer and as a host, and at least 2 participants had experience as a facilitator. Transcribed interviews and documents were coded, followed by a search for patterns and themes throughout the data. Results showed improvement in personal and professional relationships among teachers as well as improvement of teacher learning. Results also showed that the quality of teacher learning was dependent upon contextual factors. The findings of the study were used to develop a program evaluation report for the school district. This report helped school district administrators, principals and teachers determine whether to stop, start, expand, or refine the instructional rounds model in their schools. This professional learning model has the potential to change the way teachers learn to positively impact student improvement.

Students who struggle with reading in their elementary years are likely to make poor academic progress, leave school before graduation, and struggle in the workplace. The district leaders at 24 K-5 elementary schools in a large Midwestern district were interested in a formative reading program evaluation to determine reading program effectiveness. This mixed methods study, approached from a cognitive and social theoretical framework, was a formative evaluation of the Balanced Literacy Reading Program implementation at these elementary schools. The purpose of this study was to capture the K-5 classroom teachers' (n = 113), instructional coaches' (n = 18), and principals' (n = 32) perceptions of the program in regard to the resources, staff development, leadership support, and impact on students and teachers. A parallel survey with both Likert and short-answer items was designed for each participant group based on these 4 categories. Quantitative data were analyzed using descriptive statistics and qualitative data were analyzed with open coding and thematic analysis. The primary finding was that participants in all 3 groups cited a need for professional development in the area of increasing student reading proficiency to grade level and beyond. As a result of the findings, a professional learning community was designed with a focus on in-depth collaboration to increase teacher knowledge and student achievement. District leaders were presented with the results of this study and recommendations for program improvement. These recommended improvements can impact social change by increasing student achievement, graduation rates, and workplace success.

State and regionally recognized New Jersey teachers struggle to use their professional knowledge in their schools and districts in roles other than teaching. The purpose of this study was to discover the perceptions of highly recognized New Jersey teachers who were interested in taking on additional roles and responsibilities in schools. Guided by Sergiovanni's concept of school communities, DuFour's vision of school culture, and Lieberman's professional development practices, this study examined the connection among these 3 concepts and explored approaches to the creation of trusting communities of teachers who work collaboratively to improve schools. The research questions focused on teacher leaders' perceptions of teacher leadership roles and the skills, knowledge, and dispositions they most valued. The participants were 12 state teachers of the year in New Jersey with 3 or more years of teaching experience. A case study design was used to capture the insights of participants through interviews, online discussions, and a focus group. Emergent themes were identified from the data through open coding, and findings were developed and validated. The key results were that teacher leaders have a desire to engage with school leaders to find ways to share their knowledge and skills with colleagues, and that they value big-picture thinking, fearlessness, and a clear commitment to their students. A project of customized content was designed to guide interested classroom teachers who aspire to be teacher leaders in order to develop the awareness and capacity to take on new roles in schools. Implications are that teachers will be empowered to become more deeply involved in school leadership and that school administrators will foster a culture that supports emerging teacher leaders.

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This qualitative case study examined the effect of PLCs on teacher self-efficacy, and whether the type of PLC structure on each campus affected efficacy. The overarching research question that guided the study was, to what extent does perceived teacher self-efficacy change as a result of the practice of PLCs? Participants were selected using purposive and convenience sampling. Ten teachers and two principals on two different campuses participated in teacher focus groups and one-on-one principal interviews, respectively. The available literature on the topics of professional development, professional learning, teacher collaboration, and teacher self-efficacy yielded the discovery that collaborative practices can be used to improve a school and/or district or used to enhance positive practices that already occur. This study adds to the body of research as it develops the area of teacher efficacy and influence of PLCs. Using the coding software, NVivo, focus group data were coded into themes and further comparisons were made with categories derived and saturated until conclusions were drawn. The data show teacher self-efficacy increases as a result of PLCs when teachers are able to experience positive feedback from teammates, shared leadership, trust and honesty, and a freedom to fail. For those teachers who are not on a campus where PLCs are present, the data suggest they created their own PLCs as the need arose. These teachers experienced all of the same benefits of those teachers on a campus where a formal PLC structure exited; however, their stress level was higher.

Researchers have studied professional learning communities for over two decades. Educators have utilized the elements of professional learning communities in their schools to improve instruction and student learning. Yet, there is limited empirical evidence that establishes, describes, and confirms this relationship. This study was completed to better understand the nature, strength, and types of relationships between the individual elements of professional learning communities and student achievement. The sample for this study was 26 elementary schools, 439 teachers, and nearly 11,000 students. An analysis of professional learning communities and student achievement data through hierarchical linear modeling indicated that each of the eight clearly defined elements of professional learning communities have a significant relationship with student achievement.

The focus of this research was to analyze the impact of the United States Department of Education‟s Smaller Learning Communities (SLC) Grant Program on student achievement in 17 schools in the state of Florida that were issued three-year grants during the school years 2006-2009 as compared to 17 similar schools in the state of Florida that did not receive grant funding. Base-line data for each of the 34 schools consisted of student performance in 2006, one year prior to SLC schools receiving the grant. Student achievement data from the base-line through the three-year grant period for the 17 grant recipients were compared with that of 17 similar Florida schools that were not grant recipients in 2006. Student data were collected from the Florida Department of Education. The data subjected to analyses were comprised of student achievement on the ninth and tenth grade Florida Comprehensive Assessment Test (FCAT) in the areas of reading and mathematics, the graduation rate, and the dropout rate. The data showed an overall improvement in the SLC schools‟ student achievement based on the six areas analyzed. The data collected were then compared to the 17 similar schools to identify any significant differences in the achievement gains in those schools. Although both the SLC schools and the control schools showed overall improvement, no statistically significant relationship was discovered in the achievement of students in SLC schools versus students in similar schools that did not receive the grant dollars during the defined time periods. The overall trend for all 34 schools was similar improvement in student achievement.

The purpose of this research was to study the implementation of a professional learning community comprised of one group of third-grade teachers in a Florida elementary school where the emphasis was on research-based practices in the teaching of mathematics. Investigated were the growth of teachers‟ content knowledge in mathematics, specifically in the areas of multiplication and division, and the effects of their professional learning within their classrooms. Specifically this study looked at whether or not the participation of a group of third grade teachers in a professional learning community PLC improved the mathematical content knowledge of the participants of the study. This research design called for the research to be conducted in three phases. In Phase I, the researcher interviewed all participants using a researcher-designed interview guide. A researcher-adapted survey, based upon previously released items Ball (2008) was administered as a pre-test of mathematical content knowledge,. In Phase II of the study, the researcher documented the activities that occurred within a 10-week long professional learning community (PLC) of third-grade teachers. In Phase III of the research, a post-study interview was conducted with each of the participants by an independent observer to elicit participants‟ perceptions and observations based on their participation in the PLC. A post-test of content knowledge was also administered to the participants. Several themes were identified in the research study. These themes led to recommendations for practice and future research. Themes were related to the lack of iv mathematical understanding experienced by some teachers and the lack of professional development specifically related to mathematics, the value of the professional learning community, and the benefits of sharing current research and best practices. During this study, the participants were able to read and share examples of research-based best practices in mathematics, and participants then used this new information and additional mathematics content knowledge in their classrooms in teaching their students.

Although public school teaching by its inherent nature presents numerous classroom challenges, the public high school teacher today is faced in addition with multiple external mandates from several outside stakeholders. Given the established track record of professional learning communities (PLCs) to provide teacher support and development, I created a PLC that would serve as an intervention designed to support teachers in their classroom work and with their multiple mandates as well. This enhanced PLC was informed by interviews with administrators, researched best practices of traditional PLCs, and uniquely, by what teachers told me they needed in an optimal PLC experience. The PLC was facilitated and based on inclusive, holistic social justice principles that provided a framework for and experience of inclusive teaching practice, while specifically addressing ongoing teacher concerns and issues raised by the multiple mandates. The PLC intervention I designed was for participants only, and I studied them along a range of outcomes that were compared to a control group of teachers identified from the same general population, but who did not experience the intervention. I used a multiple methods, predominantly qualitative approach, that included closed and open field questions taken before and after the intervention. I concluded by conducting in-depth end of term interviews with the participants in the intervention, enriched by my own field notes and observations. Findings included participants unanimously reporting this PLC uniquely satisfying, both professionally and personally. Professionally, they reported a significant gain across a range of knowledge, skills, self efficacy, and classroom management; an enhanced understanding of student diversity, and of the complex interactions between their choices of pedagogy and curriculum within the learning experience between and among students and teacher--leading to more effective professional interactions. After closely examining a published holistic teaching and learning model, participants exercised their professional power by creating one organizing tool to help them personalize and connect the apparently disparate mandates, and another organizer that schematically designed their future professional development requirements. Post-PLC, participants felt affirmed, empowered, less stressed, more closely affiliated, and spiritually supported by the PLC. Many continue to meet since the study's conclusion.