2. Main Research Question:
What happens when the members of a fourth grade team
transition from meetings based primarily on information
distribution and administrative tasks to meetings where
topics are driven by data and organized within the
dimensions of a professional learning community?
Subquestions:
•What factors internal to the group and the broader
school culture influence the transition?
•What changes occur for the teachers as a result of
their participation?
3. Theoretical Framework, part 1
-decision to proceed with
change
-identification of
advocates and
stakeholders
-administrators set
supportive conditions
and understand the
change
-clarity exists-teachers
understand the change in
relation to practice (felt
need)
-collaborative practices
are evident
Institutionalization
-decision to adopt
change based on
research of quality and
effectiveness
Implementation
Initiation
EDUCATIONAL CHANGE THEORY
-administrators and
stakeholders remain
positive and willing to
make adjustments as
needed
-all understand the
process is not linear
Identified through my research in a
Teacher Leadership Concentration Required Class
4. …part 2
ADULT LEARNING THEORY
Adults enact
a selfdirectedness
toward their
learning.
Adult
learning is
problemcentered.
Andragogy
Life
experiences
can provide
a basis for
learning.
Adults are
interested in
learning that
has
immediate
relevancy.
Identified through my research in an Ed.D. Core Class
5. Research Design
Context:
Sample:
Suburban elementary school
Grade 4 Instructional Team
3 general education teachers
1 reading specialist
1 basic skills instructor
vice-principal
Data Collection:
interviews-beginning and end of study; audio recorded and transcribed
survey-beginning and end of study
PLC framework implemented; meetings audio recorded and
transcribed
artifacts and documents
6. Professional
Teaching and
Learning Cycle
1. Study
Data Analysis
2. Select
6. Adjust
Change old
strategies;
identify
research-based
practices
Reflect on
implications
arising from
student work
5. Analyze
Examine
student work
and discuss
lesson
effectiveness
3. Plan
4.
Implementation
Teach and
collect agreed
upon evidence
Hipp and Huffman, 2010
Identify
criteria for
ensuring
proficiency
7. Impact on Student Achievement, part 1
NJ Assessment of Skills and Knowledge
Language Arts, Spring 2013
Grade Level
Partially
Proficient
Proficient
(P&AP)
Advanced
Proficient
3
16%
84%
9%
4
4%
96%
32%
5
18%
82%
18%
8. …part 2
Grade 3-4 NJ ASK Comparison Before and After PLC Implementation
Language
Arts
Partially
Proficient
Proficient
Advanced
proficient
Spring 2012
5%
95%
20%
Spring 2013
4%
96%
32%
Thoughts from our vice principal…
“I am confident that the work of the Grade 4 PLC had a positive effect on
the students’ performance on the NJASK assessment. The students showed
significant improvement in their ELA scores from the previous year. Also,
32% of the fourth grade students scored advanced proficient which was the
highest percentage from previous years in any of the elementary grade
levels. Witnessing such growth has inspired us all in continuing to work
with our PLC to increase student achievement. I am proud to have been
part of such a dynamic PLC and look forward to working alongside them
this year.”
9. Professional Impact
•Present Teacher Leader of the Grade 4 Instructional Team
•Teacher liaison between the District Level Teacher Evaluation
Advisory Committee and the School Improvement Panel
•Facilitator of professional development sessions
•My study allowed me to bring classroom practitioners and
administrators together-we identified an instructional need and shared
a goal directly related to the CCSS
•Administrators are currently attempting to implement the PLC
framework in other grade levels…and asking for my input!
