This study aimed to provide evidence for the reliability and validity of the Systems Coaching Survey (SCS). Systems coaching is an approach to building capacity among groups of educators to drive educational reform efforts by employing seven interdependent sets of skills (interpersonal communication, data-based problem solving, team facilitation, content knowledge dissemination, leadership, professional learning, evaluation). The SCS was designed to measure educators’ skills to facilitate implementation of a multi-tiered system of supports (MTSS). The 41-item survey was piloted nationally in the spring of 2017 by 1,060 educators across 180 schools in six U.S. states who had responsibilities for facilitating MTSS practices in their schools. This study used multilevel confirmatory factor analysis to examine the construct validity and reliability of the tool at the educator and school levels. Results indicated support for seven factors at the educator level representing the seven systems coaching skill sets, and one between-level factor labeled School Context. Congeneric reliability estimates were in the acceptable to high ranges. Implications for future research on the SCS and use of the tool in practice are discussed.

This qualitative case study was conducted to develop an understanding of professional learning communities and other types of professional development and their impact on building educator capacity on student outcomes in Allendale County School District. This is a small rural underperforming district in which student performance has not improved over time despite the District being taken over by the South Carolina State Department of Education (SCDOE) on two separate occasions between 1999 and 2018. Research methods consisted of semi-structured interviews with a sample of 15 educators and administrators in Allendale, as well as a review of relevant documentation. The findings of the study indicate that much of the professional development provided in Allendale during the 1999-2018 period did not exhibit the characteristics identified in the literature for effective professional development, and was not based on the professional learning communities (PLC) approach which researchers have identified as effective in bringing about improvements in student performance. Much of the professional development provided for teachers over the past twenty years in Allendale has been short-term and fragmented; as a result, teachers perceived that it had little relevance to them and their students. The analysis of interviews and documentary evidence indicated that the potential of professional development for improving student performance in Allendale was hindered by numerous changes in school and district leadership and a confrontational and non-collaborative relationship between state and district officials. However, a result of the second state takeover was a more systematic and collaborative approach to professional development strategies and implementation. Research findings will be utilized to support future implementation of a more effective PLC model in Allendale, and for avoidance of leadership relationships that have hindered its progress over the past twenty years.

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The purpose of this descriptive case study was to examine the role of the central office staff and the strategies used to support capacity building in elementary principals in a rapid growth district. By synthesizing research and models from education reform scholars, the conceptual framework of professional capital, intrinsic motivation, the educational change process, and professional learning communities was generated to advance the understanding of utilizing PLCs as a foundation for central office to initiate and sustain continuous improvement in a rapid growth district. The Professional Learning Community Assessment - District Support developed by Olivier, Huffman, and Cowan was administered to 126 participants within the curriculum and instruction department and three elementary schools to collect data to analyze the five dimensions of PLCs within the school district. Eleven interviews were conducted with members of the curriculum and instruction department and elementary principals. According to the eleven interviewees, and PLCA-DS, six themes emerged to support the role of capacity building in elementary principals using the PLC model as a framework. The PLC infrastructure, supportive central office, collaborative culture, continuous improvement, differentiated opportunities to learn, and data use were the six themes generated by the participants to support continuous improvement in elementary principals. Each of the five PLC dimensions were visible throughout the themes as the findings illustrated six key practices currently in motion within the rapid growth school district used to build capacity in elementary principals.

In a professional learning community (PLC), school personnel participate in focused collaboration to improve adult learning and facilitate student achievement. Implementation of a PLC is often haphazard and not evaluated for effectiveness, resulting in poor implementation. This study, a PLC-specific qualitative formative program evaluation, addressed a lack of documented PLC effectiveness at a local urban elementary school in the southern United States. The purpose of this project was to determine how teachers described the functioning of their PLC. The conceptual framework for the study was Hord and Tobia's 6 characteristics of a PLC. The research questions focused on how teachers described their PLC in terms of: supportive and shared leadership; shared beliefs, values, and vision; intentional collective learning; shared practice; physical or structural conditions; and collegial or relational conditions. The qualitative design consisted of semi-structured interviews with 10 teachers. The findings from the typological data analysis revealed that the research school was not functioning as a true PLC, with lack of collegial-relational conditions being a primary concern. Based on the findings, recommendations were made for school personnel to participate in team building exercises, adopt an educational change model to strengthen their PLC, participate in PLC training, and develop a continuous evaluation cycle for their PLC. The recommendations will help the research school more effectively build trust as they improve their PLC. Implications for positive social change include an improved school culture and delivery system of education, which fosters an educational environment more conducive for improved learning for teachers and students.

In a suburban high school, an average of 50% of limited English proficient (LEP) students did not meet the required standard on the 9th grade literature and composition end of course test (EOCT), and an average of 46% of LEP students did not meet the required standard on the American literature and composition EOCT in the years 2008-2011. LEP students were expected to meet the same standards as their native-born peers in order to pass courses and ultimately graduate. Using the professional learning community (PLC) model and the concept of differentiated instruction, the purpose of this qualitative case study was to investigate how 7 regular education English teachers from 2 different schools described the ways they differentiated instruction for LEP students in their regular education classrooms. Data were collected by using open-ended questions, member checking, and reviewing documentary data they related to professional development on differentiation and then analyzed by transcribing and coding for emerging themes. Findings revealed that the participants wanted to have meaningful professional development where differentiated instruction is modeled for them in their content area with the time to implement and collaborate on the effectiveness of the lessons. Results of the project study will be shared at the local schools to encourage teachers to see the benefits of differentiated instruction with LEP students. This study has the potential for social change for English teachers, by revealing how to integrate differentiation, help students increase scores on required standardized tests, and thereby maximize their students' learning potential.

Principals need support throughout their careers in order to lead effectively and promote continuous improvement. However, some elementary school principals of small, rural schools lack access to structured systems of support that could increase their knowledge and skills as instructional leaders. The purpose of this study was to examine a central California school district's existing system of support for elementary school principals to learn the essential features that could be used to provide support for principals of small, rural schools. Informed by the Principal Support Framework provided by the University of Washington's Center for Educational Leadership, the guiding questions for this case study examined the elements of the system of support for principals, focusing on professional development, collaboration through networks and learning communities, and coaching/mentoring partnerships. Interviews with 4 principals and 1 district leader were conducted, and school district documents were collected. Data were coded to identify themes and to help understand the participants' perspectives. The findings suggest that a system of support for principals is structured around the foundation of collaborative learning through networks in both large and small group settings. Based on these findings, a plan for a professional learning network for principals of small, rural schools to collaborate is included as the project outcome. The study has implications for positive social change: through continuous learning and improvement, elementary principals can improve student learning and, through collaborative problem solving and inquiry, they can help prepare students academically and teachers professionally for continuous improvement.

Professional learning communities (PLCs) have become popular in schools to help improve student achievement. One local middle school implemented a PLC community, yet experienced problems with sustaining the concept and moving forward. The purpose of this quantitative study was to examine the current state of the PLC at the middle school under study, how it functioned, and possible areas for improvement. The theoretical framework revolved around constructivist learning and the dimensions of a quality PLC: collaboration, shared mission, values, vision, and goals. Research questions addressed teachers' perceptions of PLC progress and differences in levels of development scores among the 5 dimensions of the PLC implementation. The School Professional Staff as a Learning Community survey was given to the 54 members of the faculty at the school. The survey measured the dimensions of shared power/decision making, shared vision, collective learning, supportive and shared practice in teaching, and support of teachers and school. Data were analyzed using repeated measures ANOVA. According to study results, there were significant differences among the dimensions, with shared vision scoring in the consistent range (M = 4.05) and supportive and shared practices in the never range (M = 2.32). Recommendations include strengthening the dimension of shared practice at the local site by supporting frequent observations of other teachers' classrooms with structured opportunities to provide feedback. Improving the functioning of the PLC will assist in sustaining the school learning community and ultimately improve student achievement.

While much is known about the benefits of professional learning communities as supportive structures for teaching teams to work together to increase student learning opportunities, team development requires strong administrators and teacher leaders. The purpose of this study was to explore teacher leaders' perceptions of the strengths and weaknesses of professional learning communities in the middle school setting. With a foundation in constructivist and organizational learning theories, differences in teacher leaders' perceptions were investigated based on gender, number of years teaching at the schools, and number of years on the school leadership team. Within a nonexperimental, quantitative research design, 380 participants were invited and 127 responded to the Professional Learning Communities Assessment-Revised (PLCA-R) survey. A t test for independent samples was used to examine gender differences, and one-way ANOVAs were used to analyze differences in perceptions based on number of years teaching and number of years on the school leadership team. The results revealed no statistically significant differences for any of the variables on any of the PLCA-R domains, but there was a statistically significant difference (p = .013) in the PLCA-R overall scores for years of teaching experience. The information from these overall scores reflects a strong relationship between the number of years teaching, either 6-10 or 11+, and the domains in the survey. Results of this study add to the research on middle school professional learning communities and may contribute to positive social change by providing information on the perceived strengths and weaknesses that exist in professional learning communities.

School districts in a southeastern state have faced the challenge of choosing an effective professional development model that assists teachers in improving student achievement. Some school districts have implemented professional learning communities (PLCs) as a means of addressing teachers' professional development. Guided by the social learning theories of Bandura, Vygotsky, and Wenger, the research questions focused on teachers' perceptions of the use of PLC experiences for making classroom decisions and their value for enhancing teacher learning, teacher collaboration, and student learning. Data for this case study were collected from 7 certified elementary teachers in 1 school who had participated in PLCs for 2 years. Interview data were coded and reviewed for common themes and patterns. The results of this study revealed that teachers perceived there was not enough time for teacher collaboration and teacher learning built into the activities and structure of the current PLC at the study site. The findings from this study were used to create a 3-day training session for local teachers on how to structure and function in a PLC environment. The sessions include training for grade-level chairpersons and professional development sessions for grade-level teams of teachers. The project will give the elementary teachers in this school meaningful opportunities to positively affect their own and students' learning and share learned practices and skills with other teachers in the district. Achieving social change at a larger level is possible as this professional development opportunity with a focus on teacher and student learning can serve as a model for other schools in the district.