Thesis advisor: Vincent Cho / Thesis advisor: Diana C. Pullin / This study explored the role of professional learning communities for district leadership implementing large-scale technology initiatives such as 1:1 implementations (one computing device for every student). The existing literature regarding technology leadership is limited, as is literature on how districts use existing collaborative structures such as professional learning communities (PLCs) to implement technology initiatives. This study examined how superintendents and their leadership teams expect educator collaboration and whether and how they connect these expectations to large-scale technology implementation. Specifically, the concept of professional learning communities (PLCs) and their constructs were studied as collaborative mechanisms designed to support educators implementing large-scale technology initiatives. This qualitative study employs a multiple case study method to explore how the use of collaborative structures supported large-scale technology implementation in five school districts. These respondents and their stories detail a unique moment in educational leadership as increasing numbers of districts seek to implement such large-scale initiatives in school systems. Study results highlight how superintendents use leadership planning and implementation teams to serve as PLCs at the district level. This study confirms that the collaborative constructs of the PLC do serve to assist in the implementation of large-scale technology implementations in school systems, but largely at the central office strategic planning level. Superintendents utilize these collaborative structures for personal learning as they design implementation but do not scale up such structures for use by all educators across the implementation or system. Recommendations are made for use of collaborative structures to create technology educator learning ecologies across school systems. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Elizabeth A. Twomey / Thesis advisor: James Marini / This qualitative case study focused on a Response to Intervention (RTI) literacy initiative in a suburban elementary school near an urban area in New England. The initiative incorporated professional development about RTI and implementation of components of an RTI model. The participant-researcher analyzed teachers' feedback regarding the professional development and the RTI model, as the initiative developed, with a specific focus on the teachers' perceptions about the impact of the initiative on the school's capacity to effectively instruct urban students of color who are participants in a voluntary desegregation program. The professional development about RTI incorporated three features which are recommended for professional learning communities: content which is research-based, process which includes reflection and dialogue, and context which is job-embedded. The RTI model utilized the "problem-solving" approach, and incorporated progress-monitoring and interventions. The findings from the study indicated that the combination of three elements (sustained professional development about RTI, implementation of RTI in the school setting, and conversations and questions about addressing the needs of urban students of color) resulted in increased teacher confidence in their ability to provide effective instruction to this population of students. Further, the interaction of these three elements resulted in identification of next steps which the teachers believe will specifically address these students' needs. However, several teachers questioned whether RTI was adequate to address the complex issues of students of color in a voluntary desegregation program. They recognized that they needed more information about effective instructional strategies to match the learning profiles of this population of students. Combining the results of this case study with the recommendations of the professional literature about culturally responsive teaching, it appears that Response to Intervention has the potential to address the learning needs of urban students of color, but only if practitioners incorporate some basic principles of culturally responsive teaching. Integrating the results of this study with the professional literature about Response to Intervention, culturally responsive teaching, and effective professional development, the participant-researcher recommends that policymakers and educators should consider incorporating culturally responsive teaching into their RTI models in order to truly make RTI effective for addressing the achievement gap. Further, the researcher recommends that schools should provide sustained professional development (with content based upon research, process which includes reflection and dialogue, and context which is job-embedded) to increase teachers' understanding about Response to Intervention and about culturally responsive teaching. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration.

Thesis advisor: Lauri Johnson / District leadership has been found to have a measurable effect on student achievement by creating conditions within which teachers and administrators frame their daily work with children. The superintendent is uniquely poised to build the needed infrastructure of support and assure its alignment with the philosophy and mission of the district and, in turn, with the work of the school. By attending to the habits and conditions that allow a staff to work as a unit, superintendents are able to contribute to the development of a community of professional learners within and among district schools. This qualitative case study analyzed district leadership practices that support ongoing teacher growth in a Massachusetts school district by examining the work of the superintendent and the impact of his leadership on the ongoing development of a community of professional learners at the district and school level. Data included interviews with teachers and administrators, artifact analyses, and observations of district meetings. Findings reveal the superintendent's use of a PLC process to model and provide support to school-level leaders by encouraging broad-based participation in the skillful work of leadership; establishing a clear vision which resulted in program coherence; fostering a system of inquiry-based accountability that informed decision making and practice; and nurturing organizational relationships that involved high district engagement and low bureaucratization which supported school-based collaborative teacher growth. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This study analyzed all published research articles examining the relationship between professional community efforts (plc) (used here as a broader category than, but inclusive of, Professional Learning Communities or PLCs) and student academic achievement (SAA) that reported primary research findings published before January 1, 2015. This study specifically identified primary, quantitative studies of SAA that in context are plc, but which may or may not be labeled as such, that were published before January 1, 2015. Analyses examined how many studies of plc and SAA were of a descriptive, correlational, causal comparative, quasi-experimental,or experimental design type, evaluated the internal validity of their findings, and assessed the generalizability of each study based on normative expectations of implementation and study design type. Each of the 57 studies meeting the inclusion criteria were evaluated using a Design and Quality of Implementation Matrix. Findings indicated that none of 57 primary research efforts examining plc and SAA exhibited acceptable levels of generalizability. For articles demonstrating high design and implementation scores, threats to external validity are presented and discussed. Recommendations are provided for improving the generalizability of research in plc.

The purpose of this case study was to examine teachers’ perceptions of what factors are most influential to the successful integration of technology. In the Junior High with the highest technology usage in a preexisting statewide technology initiative, data were collected from six teachers and one administrator through interviews and observations. Teachers primarily highlighted factors related to support and product functionality as influential. This study also examines factors such as change management, learning environment, and student motivation to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.

U.S. educational leaders struggle with declining mathematics achievement among students as compared to other countries. The problem for this study was low standardized mathematics scores in one district in a major city in the Southwestern United States. The purpose of this sequential explanatory mixed method project study was to analyze the effectiveness of professional learning communities (PLCs) on the mathematics critical thinking pedagogy among teachers in 2 elementary schools. The conceptual framework focused on work by Olivier, Hipp, Huffman, and Hord on the efficacy of PLCs for improving teacher pedagogy. Research questions addressed in this study were designed to explore teachers' perceptions of PLCs according to Olivier, Hipp, and Huffman's 6 professional learning characteristics for improving math critical thinking pedagogy, as well as the efficacy of the structure of the PLCs. Data were obtained via open-ended interviews and focus groups, and employed descriptive analysis using grounded theory where conceptual categories emerged from the survey data. Likert scale data were also gathered via a survey, which was triangulated to form conclusions regarding the research questions. Key findings indicate that teachers perceive PLCs positively; however, they indicated the need for more time and administrative support for mathematics PLCs. The project that resulted from this research is a PLC professional development session that guides schools' mathematics PLCs and addresses critical thinking pedagogy and the need for school and district support for mathematics PLCs. Social change may result by improving teachers' mathematics critical thinking pedagogy and giving students mathematics instruction needed to compete in a global economy.

The purpose of this study was to measure the quantity, quality, and types of collaboration amongst K-12 music teachers in the state of Iowa. Survey responses (N = 97) were analyzed and grouped according to teacher characteristics. This sample of music educators reported the least collaboration on post-instruction, evaluative activity, such as reviewing assessments, data collection and analysis, and peer-observation. Respondents rated other parts of the collaborative process, such as group dialogue, decision-making, and action-taking, more highly. Teachers with a higher level of education reported more collaboration than less educated counterparts, while band teachers reported lower levels of collaboration quality compared to their choral and general music peers. Respondents also indicated that collaboration tends to increase with job continuity, but declines somewhat after teachers reach 25 years in the same school. Middle school teachers indicated the highest levels of collaboration, while K-12 teachers reported the lowest. Further, those teaching in larger schools recorded higher levels of collaboration than their smaller school colleagues. These results suggest that this group of K-12 music teachers in Iowa engage in moderate levels of collaborative activity overall and moderate to low levels of evaluative activity. Demographic results also reveal strengths and weaknesses of various subgroups’ collaborative habits. Researchers have found that high quality teacher collaboration improves teaching and learning outcomes. These results have implications for administrators providing professional development, preservice teacher educators, professional organizations, and current practitioners in the field who desire to implement more and higher quality collaboration for the purpose of instructional improvement.

Disruptive behaviors in elementary schools are a serious concern for teachers. With mounting pressure from school district administrations, state and federal government agencies, and the communities in which these schools reside, teachers often struggle to determine the best path to achieve consistent student engagement. When inappropriate behaviors are not managed effectively, academics suffer. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Professional Learning Communities (PLC) have also become very common in schools as teachers are organized into teams to collaborate and plan learning opportunities and methods for the instruction and assessment of students. The present study examined the effects of PBIS implementation through the PLC on the teaching staff in 7 elementary school classrooms. This is a case study in which selected teachers were observed and interviewed to determine their level of and concerns regarding implementation and subsequent adoption level. Results indicate that the teachers all have unique experiences with PBIS and related interventions that either reduce their use or support their belief that it is an effective system. Their PLC collaboration is also discussed as it was proposed to be the medium and data catalyst for implementation. Limitations and implications of this study for researchers and practitioners are discussed.

The purpose of this study was to analyze the direct effects of distributed leadership on teacher professionalism and the mediating effects of collective teacher efficacy, professional learning community, and teacher job satisfaction by using teacher data from the Korea Educational Longitudinal Study (KELS) of 2007, conducted by the Korean Educational Development Institute (KEDI). After scrutinizing theoretical foundations and reported evidence on the relationships between research factors, the research constructed a structural equation model. The research questions that guided this analysis are as follows: 1) Does the model of this research fit the observed data?; 2) Does distributed leadership practice directly influence teacher professionalism?; and 3) Does distributed leadership practice indirectly influence teacher professionalism mediated by collective teacher efficacy, professional learning community, and teacher job satisfaction? As a result, the initial hypothesized research model shows an inadequate fit to the data. The researcher revised the initial research model by using the results of modification indices provided by the output result of the AMOS program. The results of the study revealed that 1) the research model successfully accounted for the KELS data, 2) distributed leadership negatively influenced teacher professionalism, and 3) distributed leadership indirectly and significantly influenced teacher professionalism, mediated by collective teacher efficacy, professional learning community, and teacher job satisfaction. Additionally, the effects of these mediators also indicated significant relationships between study variables. Public schools cannot achieve their goals and sustain fundamental reform without considering the day-to-day lives of educators, leadership practice, and educators’ workload, and sometimes even re-culturing of schools. School organization should be a place where school members all collaborate with each other to achieve organizational goals and where teachers and students are learning through reciprocal cooperation. When we consider that teacher professionalism can be directly associated with student and parent satisfaction and student achievement, this study contributes to the creation of a model that improves teacher professionalism, and by implication student achievement and satisfaction. / text

There is a wealth of literature on the induction and support of provisionally registered teachers (Boreen, 2009; Bubb, 2007; Cameron, Lovett, & Garvey Berger, 2007) and the key skills of mentoring (Achinstein & Athanases, 2006; Glickman, 2002). However literature on how to meet the professional learning needs of curriculum leaders developing their mentoring skill set has largely been ignored in leadership literature. This study, informed by MacBeath and Dempster’s (2009)concept of ‘leadership for learning’, upholds the need for leadership work to focus on the improvement of student outcomes (Barber & Fullan, 2005) rather than traditional approaches to education which focussed on making resources available to students. In an outcomes-focussed model of education, the needs of the students are at the forefront of all learning. By focussing on teachers’ professional learning through mentoring and the use of a teacher inquiry model, the students’ learning needs are prioritised. The focus for my study is the skillset of curriculum leaders for their work with teachers within their learning areas. The participants for this study were five curriculum leaders, all from the same secondary school. This intervention study investigated the factors which contributed to the professional learning of the mentors, their views of their leadership role and the kinds of learning about mentoring which were beneficial to understandings about mentoring. By focussing on key adult learning principles, structures that support learning, and attention to a mentoring skill set, the participants were supported to develop their mentoring skills. The mentors participated in a professional learning experience, referred to as a Quality Learning Circle (QLC), over one and a half school terms, to co-construct their understanding of mentoring practice. In a QLC the focus is on the learners seeking and making changes to their practice in a collaborative, supportive environment (Lovett & Verstappen, 2003). The mentors collaboratively developed new understandings through deliberate talk in the QLC about their shared interest in mentoring. They also had opportunities for immediate and practical application of their new knowledge. While they participated in the QLC they co-currently developed their mentoring skills by working with a mentee who taught in the same subject area as themselves. This study features a qualitative methodology with an interpretive case study of experienced curriculum leaders. Data collection tools included a gap analysis survey which explored their understandings of their school’s current professional learning opportunities. A second data source was a career questionnaire which explored their teaching history and experiences of professional learning. This was followed by initial interviews which focussed on how they interpreted their role of a curriculum leader and the extent they could connect leadership with students’ learning. I also analysed transcripts of QLC meetings, and the teachers’ reflective journals. Four of the mentors worked with a provisionally registered teacher (PRT), while one mentor chose to work with a more experienced colleague. This study offered a new type of collegial interaction for the teachers. The mentors chose their own goals, a mentee to work alongside and the direction of their learning about mentoring. The QLC met five times during the study and the mentors and participant researcher (PR) also kept a reflective journal. In between the QLC sessions the mentors met with their mentees to practise their mentoring skills, such as questioning skills, and the use of observational tools for classroom observations. A typical QLC session focussed on each of the mentors talking about the mentoring practice they had undertaken. The group provided support and guidance on possible next steps of practice. Readings and practical resources were also discussed and there was an expectation that the mentors would practice an aspect of mentoring and report back to the group at the next meeting. At the close of the study the mentors were re-interviewed to compare their views of their leadership role and learning from their initial interviews. An iterative process was used so that emerging understandings of the data could arise. The data is presented according to the three broad themes of ‘effective professional learning’, ‘leadership role’ and ‘professional learning about mentoring’. The findings of this study highlight the importance of collaborative learning opportunities for teachers where they can state and resolve practical issues in a supportive group (Cochran-Smith, Feiman-Nemser, McIntyre, & Association of Teacher Educators., 2008). Among all of the findings there were four major findings about the development of curriculum leaders’ mentoring skills: the value of opportunities for deliberate talk, the importance of teacher agency, the need for specific tools in developing mentoring practice, and the necessity of understanding the curriculum leaders’ leadership role. My detailed account of the experiences of the five curriculum leaders offers a practical example of what the development of curriculum leaders’ understandings of mentoring might look like. This study serves to highlight the challenges for schools to provide support for teachers wanting to take responsibility for their own professional learning. In the absence of any formalised leadership professional learning about mentoring for curriculum leaders, this study proved to be a useful study to demonstrate the potential of the QLC approach to support curriculum leaders in their understandings and practice of mentoring. The key findings of this study validate the need for further research on what is needed for effective mentoring to be an integral part of every school.