Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes. The PLC structured collaboration model has been implemented in schools across the country, however the current body of research regarding PLC structures has been focused on student performance and rather than the teacher learning processes that occur within the model. Teachers must learn throughout the PLC model, as they collaborate, plan instruction, create assessments, analyze data, and adjust implementation to improve results. A mixed-methods approach was used to explore correlations between PLC structure ratings and teacher self-identified learning preferences, with Kolb’s (1984) Experiential Learning Theory as the basis for determining learning preferences. The study included 115 elementary teacher participants from a school district that has prioritized PLC structures for nearly 10 years. Significant correlations were identified between PLC structural elements and teacher learning preferences, with qualitative results providing additional descriptive analysis regarding teacher perceptions of their learning within PLCs. The findings within this study indicate that teacher learning preferences may be a key consideration for school site administrators as part of PLC team construction and development.

Educational attainment in the United States is at the highest levels since recording started, yet large numbers of students are not completing education at the secondary and postsecondary levels. This lack of education impacts their long-term prospects for living wage careers, stable housing and the ability to support both themselves and their families. A growing response to this crisis is the development of cross-sector collaborative partnerships to address educational attainment resulting in an educated and skilled workforce that will ultimately improve prosperity in a community or region. This collaborative work has expanded as a result of growing recognition that all sectors of the economy have a stake in education as a way to create strong communities and regional prosperity. While evidence of the challenges in educating all students abounds, evidence of success in collaborative partnership efforts to improve education is sparse. This constructivist grounded theory research study was developed to explore the collaborative behaviors leading to success in improving educational outcomes for all students. Leaders at the executive and operational levels of collaborative partnerships participated in this study through a three-phase process of semi-structured interviews. Data collection and analysis for this study used a process of constant comparison and occurred simultaneously with a comprehensive literature review. Participants in this research study represented collaborative partnerships from across the United States that are focused on improving educational attainment at the secondary and postsecondary levels. Four findings from this research study support an overarching substantive grounded theory that explicates the importance of moral purpose as the underpinning for achievement of collaborative outcomes. The findings further describe the behaviors necessary for success in crafting strong relationships, building trust, and communicating for impact. These interpersonal behaviors can be supported by the presence of psychological safety at the group level to maximize the efficacy of collaborative partnerships to achieve systems improvements in education. This study also encourages all collaborative partnerships to consider using a continuous improvement approach to their work grounded in intellectual humility. The study concludes with recommendations for future research to further explore the implications of psychological safety in the context of collaborative partnerships, noting that both intellectual humility and curiosity are aligned with the concepts of psychological safety and continuous improvement or improvement science.

Path is a collaborative system that developed over the course of five months of studio activity and continued through the duration of the exhibition. The system’s main collaborators were a land snail native to eastern North America (Neohelix albolabris), myself, and a digital cellular automaton. These prime agents interwove processes and exchanges between one another into a complex network of folded fractal feedback loops. Cyclic processes produced artifacts and infrastructures to support communication between the components and agents of Path. As a whole, Path spoke to the possibilities for interspecies, cyber-physical, and ecological collaboration to create an emergent landscape. The iteration of Path that follows in this document extends the collaborative system onto the space of the page. Path.txt is a concrete poem drawn from personal notes and observations from field and studio research. The composition of the text was generated through one of the processes at play in the production of Path as a gallery installation. The arrangement of text follows an algorithmically determined sequence initiated by the slime trail of N. albolabris. Following this textual iteration, a section of images and text outline the processes that operated in Path as a gallery installation.

The literature shows that collaboration is a critical part of a professional learning community and leads to higher student achievement. However, there is limited research on what collaboration actually looks like in a school setting. The purpose of this study was to examine the beliefs and strategies of elementary teachers and elementary administrators of three high achieving elementary schools utilizing a weekly common planning period for collaboration. Research questions for the study inquired strategies utilized by classroom teachers and principals to capture specific actions and beliefs regarding collaboration to increase student achievement. A phenomenological qualitative method was utilized through interviewing 9 elementary teachers and 3 elementary principals to capture the essence of the phenomenon of collaboration. Coding was completed and data analysis with the assistance of AtlasTi Results showed that teachers build capacity through dialogue that revolved around data analysis, strategies to teach lessons, and creating common assessments. Principals noted data analysis and shared leadership as to leading to increased student performance. Implications for social change is for universities and districts by providing effective strategies to implement effective teacher collaboration leading to higher student academic achievement and greater opportunities for students in a global economy.

Faculty members at a rural elementary school in a southeastern U.S. state have implemented a student leadership program called Leader in Me (LIM) in order to address increased behavioral disruptions and declining academic achievement scores and also better prepare students for the workforce. To determine the efficacy of the intervention, a mixed methods bounded case study of LIM was conducted. Watson's and Hull's theories of behaviorism support the objectives of the program. The focus of the research questions was on determining whether students' behavior, academic achievement, and leadership skills had changed based on their participation in the program. Quantitative data consisted of standardized test scores in the areas of reading and mathematics, administrative records, and a faculty survey. Qualitative data consisted of 10 interviews, which were conducted with a stratified purposeful sample of 3rd through 5th grade teachers participating in the program at the school. Quantitative data were analyzed using analysis of variance while qualitative data were coded and analyzed for common themes. Using these methods, a significant decrease in the instances of negative classroom behaviors was noted in relation to an increase in leadership behaviors of students in the LIM program. Interview data revealed the presence of a positive culture of leadership and learning in the classroom. Based on study findings, a policy recommendation paper advocating adoption of the leadership program was created. Adoption of the LIM program may help educators in better preparing students to be responsible individuals who use their leadership skills to positively impact their own learning and school and community cultures.

The North Carolina State Highway Patrol (NCSHP) and the North Carolina Department of Transportation (NCDOT) are often called upon to assist in traffic incidents. Yet little systematic research has examined the extent to which these two agencies collaborate. This gap in understanding is problematic, as a lack of collaboration may result in significant delays in the clearing of traffic incidents. The purpose of this correlational study was to investigate circumstances when the two agencies collaborated in clearing major traffic incidents, and the efficiency of the clearance of the incidents, through the measurement of normal traffic flow. The theory of the convergence of resources from divergent organizations framed the study. The research questions addressed the extent of collaboration between the NCSHP and the NCDOT, the conditions under which this collaboration took place, and the efficiency of the clearance of these incidents. Data were obtained from the NCSHP and the NCDOT on characteristics of 1,580 traffic incidents that occurred on the North Carolina portion of Interstate 95 during the year 2014. The data were analyzed using chi-square tests, analyses of variance, and Z-tests for proportions. Collaboration between the two agencies occurred in 7.2% of all of the incidents and in 21.6% of incidents of major severity (p < .001), which indicated a low level of interagency collaboration. The mean clearance time for incidents in which collaboration took place was 115.92 minutes compared to a national goal of 90 minutes. It is hoped that these results can contribute to policy dialogue relevant to the state's Strategic Plan, leading to safer highways and less financial loss due to congestion caused by traffic incidents.

This case study explored the perceptions, experiences, and significant internal communication and collaboration problem(s) faced by a rural nonprofit board of directors experiencing a growth transition. Specifically, this study addressed (a) how a rural nonprofit's board members perceived their communication and collaboration skills and practices, and (b) the training needed to improve board communication and collaboration policies and practices. Ten rural area study participants shared their experiences and made recommendations for board communication and collaboration training. Exploring the perceptions, understandings, and capacities of the rural nonprofit board members revealed how specific communication and collaboration policies and practices affected their organization's success. Using the conceptual framework of board governance, data were collected from participant interviews, which were then analyzed and coded using the eclectic coding method. Four themes related to the board's communication and collaboration practices emerged indicating a need for board restructuring and changes in members passion for and commitment to their mission, communication and collaboration skills, and training activities. This study provides information to the rural board members that may enable them to improve their communication and collaboration policies and practices and offers a plan of action to be taken. The findings of this study might bring about social change by adding to the understanding of approaches to improve rural nonprofit board governance effectiveness.

Research suggests the collaborative role school counselors can have with administrators to bolster school reform and facilitate a safe and positive learning environment for all K-12 students (College Board, 2009a, 2009b) is vital. Unfortunately, research that explores the roles and efforts of school counselors and administrators in their collaborative work for and with lesbian, gay, bisexual, and transgender (LGBT) students is scare. Yet, according to Goodrich, Harper, Luke, and Singh (2013), LGBT students “have long struggled in schools with little support” (p. 319). To address this gap, the purpose of this phenomenological study was to explore the experiences of school counselors and administrators in their work to support a safe and supportive school climate for LGBT students. The following research questions informed and guided this study: a) What are the lived experiences of school counselors and administrators who make concerted efforts to improve the educational environment for LGBT students? b) How do school counselors and administrators make meaning with their relationships in their work with LGBT students? The methods used to recruit participants for this study were modeled after College Board’s (2009b) study with seven exemplary school counselor-principal teams. In College Board’s (2009b) study, researchers identified school counselors and principals who received recognition for demonstrating exemplary contribution in their respective professional organizations. These exemplary professionals were than paired with their school counselor/administrator counterpart for joint interviews (College Board, 2009b). By paralleling the best practice protocol established by the College Board (2009b), this study consisted of three rounds of interviews with four school counselor-administrator teams. Participants were selected from national and/or state level LGBT educational organizations, where a school counselor and/or administrator were awarded/recognized for creating a safe and inclusive school environment for LGBT youth. Additional participants included school counselors and administrators identified as the school counselor or administrator counterpart to the awarded. The researcher completed an inductive approach to data analysis, utilizing both open coding and horizontalization to reduce the data. Thematic categories emerged from the data and are presented and discussed as they relate to the overarching research questions. The between-case themes include: Learning firsthand, leading by example, intentional partnering, moving beyond turf wars, and pushing the system. Recommendations for school counselors, administrators, and school counselor-administrator teams are provided. Directions for future research are also discussed. Keywords: School counselors, administrators, interdisciplinary collaboration, LGBT youth

Students with disabilities often have difficulties transitioning from high school to employment. Many students lack the self-determination skills needed to make this transition. Self-determination involves students implementing strategies that enable them to modify and regulate their own behavior; and utilizing strategies that support them to track progress toward goals. The research literature has shown that self-determination instruction can facilitate positive transition outcomes. Collaboration between districts and outside agencies has also been shown to improve transition outcomes, according to existing research. This study examines the effects of self-determination training, taught by Vocational Rehabilitation counselors, on self-determination skills of students with disabilities. Participants included 11 students, ages 15-18, who have been identified as having a specific learning disability, intellectual disability, other health impairment, or autism. The target behavior will be increased self-determination scores on two instruments: a formal rating scale and curriculum-based assessment. The effects of the lessons will be measured by the AIR Self-Determination Scale and a Curriculum Based Assessment. Ten lessons were taught by a Vocational Rehabilitation Counselor. The researcher found that student self-determination scores did not substantially increase after receiving “Job Club” instruction taught by the Vocational Rehabilitation Counselor, but that participants showed an increased knowledge surrounding disability disclosure in the workplace and increased self-determination scores in the area of self-monitoring of progress towards a goal. The research also showed that participants who had been previously or were currently employed showed greater progress on a curriculum based assessment than those with no employment history.

The enactment of teacher leadership can be challenged by both policy initiatives and school contexts (Anderson & Cohen, 2015; Hargreaves & Fullan, 2012). However, teachers can have a positive influence on each other and their broader school community by building capacity for leadership, innovation, and student achievement through the relationships, or networks, they develop and maintain (Baker-Doyle, 2015; Hovardas, 2016; Hunzicker, 2012; Moolenaar, Sleegers, & Daly, 2012). This single exploratory case study takes place in a Title I elementary school and uses a combination of Social Network Analysis and content analysis to uncover patterns in teacher professional networks, the context in which they exist, and teachers’ perceptions of the influence of these networks on their sense of themselves as teacher leaders. The study focuses on four constructs: teacher leadership, teacher efficacy, instructional innovation, and professional networks. The concept of social capital is used to explore the connection between networks and teacher leadership. Symbolic interactionism frames the analysis of the nature of relationships that emerge within these networks. Findings indicate that teachers linked their identities as leaders with a culture of leadership, exchange of advice, shared values, and high expectations for themselves and their students. Interview responses demonstrated they believed in their collective capacity to accomplish a shared mission of student achievement; they trusted in and supported each other through their professional networks.