Demands for increased school accountability created by No Child Left Behind and Every Student Succeeds legislation has resulted in the implementation of professional development programs in which educators are observers rather than collaborative participants. The problem at a secondary independent charter school in Central Ohio was the lack of a collaborative culture in which teachers and administrators were committed to professional development and accepted collective responsibility for the achievement of all learners. The purpose of the study was to investigate the perceptions and experiences of teachers and administrators about the practice of distributed leadership and how it contributed to the functionality of a professional learning community (PLC). The conceptual framework was derived from DuFour's work on PLCs, which provided a strategy for the development of collaborative school cultures. The research questions focused on the experiences of administrators and teachers who utilized distributed leadership in the formation and continued operation of a PLC. A case study design was used to capture the insights of 2 administrators and 7 teachers through interviews and observations; a purposeful sampling process was used to select the participants. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking and triangulation. The findings revealed that distributed leadership requires administrator empowerment of teachers to work collaboratively in an environment of mutual trust. Findings were used to create a professional development workshop designed to increase faculty collaboration and enhance teacher efficacy. This study has implications for positive social change by providing administrators with a structure for developing teacher leaders.

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.

National Board Certification (NBC) offers the highest certification possible to teachers who can meet the rigorous standards of this process. This certification develops reflective practitioners through a series of components designed to be used in authentic settings with students. Previous research shows the value of employing National Board Certified Teachers (NBCTs) for raising student achievement, creating teacher leaders, and developing a reflective culture in schools. Increasing the number of NBCTs could have a profound impact in our schools. This study explored the renewal rates and the perceived value of California NBCTs who certified in 2005 & 2006 using a survey created from two existing instruments. Both qualitative and quantitative data concerning initial motivating factors, renewal decisions and the benefits of holding NBC were collected. The analysis of the results indicated financial incentives were the number one reason for renewing. Conversely, the cost and/or lack of financial incentives ranked highest on the list for not renewing. While financial incentives were identified most frequently as an original motivator, the NBCTs in this study reported professional development as the most powerful effect of being a NBCT. A study of the literature demonstrated that the NBC process contains all of the components of quality professional development programs supporting this benefit and providing a program for structured professional development for districts and schools seeking a positive change in instructional practice.

Bullying behaviors can have lasting adverse consequences for teachers, victims, offenders, and bystanders. Teachers are often not prepared with the knowledge required for appropriate interventions. The purpose of this study was to understand teachers' perceptions of bullying in one of the largest urban school districts in the United States. Guided by Bronfenbrenner's ecological systems theory, which holds that individuals impact and should be impacted by various environmental systems around them, the study was focused on teachers' understanding of detection and intervention of bullying in the school setting. A qualitative single case study design was used. Fifteen urban, middle school teachers who reported having experience with bullying behaviors were recruited using purposive sampling. Data were collected through 60-minute, individual, semistructured interviews and a review of documents pertaining to bullying. Data were analyzed employing Braun's and Clarke's thematic analysis. All data were examined for patterns or commonalities across the various sources for emergent themes. The themes that emerged are signs of bullying, difficulty in identifying bullying, confidence in identifying bullying, initial steps to intervene, confidence in intervening, school policies and initiatives, perceptions of regulations and initiatives, and need for education and training. Teachers' perceptions may reflect an understanding of school bullying that involves a range of factors, including individual, school, community, and familial elements. Results of this study may support social change by serving as a basis for professional development for preparing teachers to recognize and intervene in school bullying, thereby allowing students to learn in nonthreatening school environments.

There is little evidence concerning the impact of professional learning communities (PLCs) at juvenile correctional facilities. This qualitative case study explored the implementation of a PLC at a juvenile correctional facility school that housed students 10 to 19 years of age in southeastern United States. The purpose of this study was to understand the perceptions of teachers and paraprofessionals about how the PLC supported their work as they designed, constructed, and delivered instruction at the correctional facility. The social interactions among engaged educators through collaboration, collective inquiry, reflections, and communication derived from constructivist learning theory. Qualitative methodology included document review and structured face-to-face interviews with 4 teachers and 3 paraprofessionals. Following an inductive model, educators' perceptions were analyzed using an open coding process to derive categories, themes, and meaning. Five themes emerged: professional learning growth and benefits, teacher learning in PLCs, attitude adjustment of the culture, collaboration and sharing, and active engagement of paraprofessionals in PLCs. This study provided 5 recommendations: use allotted time, prioritize concerns, keep an open communication, discuss student-centered questions, and ensure supportive relationships. The findings indicated that the PLC supported teachers and paraprofessionals with strategies and accommodations to promote student achievement. This study has the potential to strengthen teacher collaboration and instruction to empower incarcerated students to succeed academically and become productive citizens.

Attempts to restructure public high schools by establishing separate school-within-a-school (SWS) models have not endured beyond 3 to 5 years. This qualitative case study examined a SWS that has thrived for more than 12 years. The study investigated how teachers at the school explained the success of the SWS, their experience of working at the SWS, and their resilience in addressing the challenges that led to the lack of success of other SWS schools. The theories and models of educational change developed by Fullan, Hargreaves, and Giles and Hord provided a conceptual framework for the study. Data were collected through open-ended questions in individual interviews with 8 teacher participants who each had more than 5 years of experience at the SWS. According to study results, teachers experienced the challenges that led to the closing of other SWS high schools. However, at the inception of the SWS, the leadership established a commitment to the vision of the SWS, a tradition of collaboration among the SWS teachers, and a positive reputation among parents and alumni. The faculty of the SWS maintained its commitment through multiple leadership changes, changes in school/district policies, challenges to the vision, and changes to SWS teachers' workloads and classroom assignments. Sustaining educational change depends on the strength of implementation of the change: strong leadership, stakeholder commitment to the vision, and establishment of a collaborative professional community of teachers. These results provide guidance for educational leaders attempting to implement and sustain educational change, such as the implementation of a SWS.

The problem addressed in the study was the ineffectiveness of professional learning community (PLC) implementation at some secondary campuses in an urban school district despite extensive professional development (PD) provided for principals. The purpose was to investigate perceptions of principals and teachers regarding principal leadership behaviors that contributed to implementing and leading effective PLCs. Researchers have established that effectively managed PLCs positively affect student achievement. The guiding research questions examined the leadership styles, behaviors, and characteristics of principals leading effective PLCs. The conceptual framework was Hord's 5 characteristics of an effective PLC. Using an exploratory case study design, perceptions of 9 teachers and 2 principals were investigated through open-ended surveys and interviews, respectively. Participant inclusion criteria were membership in and presence during the implementation of 2 secondary PLCs which were selected based on evidence of Hord's 5 characteristics. Emergent coding was used to analyze the data and find themes relevant to leading effective PLCs, including participating in and developing PLC expectations and structures, effective 2-way communication with teachers, and teacher empowerment. All themes emerging from the results were components of a transformational leadership style found to be effective in leading PLCs. The resulting project was a PD program for principals to develop implementation plans and intentional behaviors for themselves that will enable them to implement and sustain effective PLCs. This study has the potential to promote positive social change by providing structures for principals to promote teacher growth through PLCs that enhance the quality of education for students which minimizes the effects of cultural and circumstantial differences.

Millions have been spent in the Southern Gulf Coast states on equipping classrooms with Smart Board/interactive whiteboard (IWB) technology without an implementation plan for effective usage in lesson design and without teachers knowing how to best use these boards. The purpose of this project study was to explore the challenges and barriers that teachers face while using their IWB. Framed by the theories of adoption of technology within the K-12 classroom and self-efficacy of teachers regarding technology, the guiding research questions identified the challenges related to integrating IWB technology into lessons, as well the needs of teachers who are trying to implement this technology. This mixed-methods case study design included a convenient sample of 8 teachers and the data sets were collected by interviews and surveys. Interview analysis included coding and member checking and 3 themes emerged during analysis: (a) technical difficulties, (b) lack of sufficient professional development, and (c) finding resources for the Smart Board. The survey analysis entailed descriptive statistics and those survey results combined with the interview analysis found that teachers have problems incorporating Smart Board technology and require professional development in regards to integrating IWB technology into effective and efficient teaching and learning. The resulting outcome of this research was a comprehensive plan for an ongoing professional learning community designed to assist the teachers in gaining knowledge and skills needed to integrate IWB technology. This knowledge will improve professional practice at the local setting and provide a model for such training at the district level and beyond.

Teacher attrition has been a problem for school systems for more than 30 years. Large numbers of new teachers leave the profession within their first 5 years of service, creating a significant cost associated with hiring and training of replacement teachers. Attrition is problematic for a middle school in the state of Georgia. New teachers at the school have disclosed that induction did not meet their needs. In addition, the district has experienced budget cutbacks and demographic shifts in the student population, increasing the rate new teachers have left the school. The purpose of this study was to explore and give voice to the new teachers' perceptions about the profession, their preparation for classroom teaching, and their understanding of the school's climate and culture. Using Herzberg's theory of motivation, a qualitative case explored perceptions of 10 teachers who had fewer than 5 years teaching experience. The research questions were focused on perceived satisfaction with teaching, preparedness for classroom teaching, and satisfaction with the climate and culture of the school. The data were collected through face-to-face interviews using an interview protocol. Findings revealed that novice teachers were satisfied with the teaching profession, but satisfaction changed over time as they became more immersed in the daily routines necessary for students and classroom management. The data showed that novice teachers were dissatisfied with the climate and culture of the school. In response to the findings, a professional development support group project for novice teachers was developed. This project contributes to positive social change by providing a safe and trusted environment for new teachers to help each other manage challenges and assimilate into their new school environment.

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.