Adult Participant Interview
My name is Tiffany Scott, and I am a doctoral student at National Louis University, Tampa, Florida. I am asking for your consent for selected staff at your school to voluntarily participate in my dissertation project. The study is entitled: “A Program Evaluation of Professional Learning Communities to Improve
Professional Development and Student Learning.” The purpose of the study is to develop a deeper
understanding of what constitutes an effective Professional Learning Community (PLC); ascertain practical structures and best practices that will support this model; and to examine various views on PLCs to generate options for future program implementation.
My project will address the process of Professional Learning Communities and how it impacts those involved at your school. I will use the data I collect to understand the process and changes that may possibly need to occur regarding PLCs at your school. I will observe, survey, and interview up to 60 teachers, up to 4 instructional coaches, and up to 4 administrators at your school in this area.
You may participate in this study by signing this consent form indicating that you understand the purpose of the interviews and agree to participate in one 30-minute interview, with possibly up to 5 email exchanges in order clarify any questions I may have regarding your interview data. All information collected in the interviews reflects your experience and opinion as a participant in the PLC process.
All participation is voluntary and you may discontinue your participation at any time with no negative consequences. I will keep the identity of the school and all participants confidential, as it will not be attached to the data and I will use pseudonyms for all participants. Only I will have access to all interview tapes and transcripts, which I will keep in a locked cabinet at my home or on a password protected hard drive for up to 5 years after the completion of this study, at which time I will shred all data. I will conduct one 30-minute interview with those participants who have completed an Informed Consent form indicating that they understand the purpose of the interview and agree to be interviewed. I will audio tape the
interviews and transcribe the tapes.
All information collected in the interviews reflects your experience and opinion as a participant in the PLC process. Participation in this study does not involve any physical or emotional risk beyond that of everyday life. While you are likely to not have any direct benefit from being in this research study, your taking part in this study may contribute to our better understanding of Professional Learning Communities and the implementation process at your school and district and what changes, if any, need to be made.
While the results of this study may be published or otherwise reported to scientific bodies, your identity will in no way be revealed. You may request a copy of this completed study by contacting me at
In the event you have questions or require additional information, you may contact me by email at [email protected]. If you have any concerns of questions before or during participation that you feel I have not addressed, you may contact my dissertation chair, Dr. Carol A. Burg, email: [email protected]; or EDL Program Chair Dr. Stuart Carrier, [email protected]; 1.847.947.5017; or the NLU’s Institutional Research Review Board: Dr. Shaunti Knauth, NLU IRRB Chair, [email protected], 224.233.2328, National Louis University IRRB Board, 122 South Michigan Avenue, Chicago, IL 60603.
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_______________________________________ Name (Please Print)
_______________________________________ _______________ Signature Date
___Tiffany Scott_________________________ Researcher Name (Please Print)
______________________________________ ______________ Researcher Signature Date
168 Culture
• Teachers collaborate with one another and coaches, but provide little input.
• Meetings (MTSS, PC, ESE, etc.) take precedent over PLC. • Meetings (MTSS, PC,
ESE, etc.) take precedent over PLC. • Teachers and coaches
allow pacing to drive planning instead of student needs.
Conditions
1 required PLC 1 x per week (45 minutes)
Expectations vary per grade level (roles, agenda, etc.). PLCs led by instructional
coaches.
Minimal leadership opportunities for teachers within PLCs.
Instructional coaches provide teachers with lessons/tasks.
Competencies
Teachers are unaware of their lack of ownership and reflection with regard to teaching and learning. Coaches are continuously developing their skills. Teacher growth in practice is not evident systemically. Varied experience levels and retention is inconsistent. Administration has not established clear goals,
expectations or supports around PLCs. The problems is that the current PLC model does not have a structure that supports effective PLC practices that lead to professional development for teachers and improved student outcomes.
Context
SES need to increase the number of students who demonstrate proficiency and learning gains on the Florida Standards Assessment.
Teacher leadership is not evident in planning or around teaching and learning.
Title I (91% F/R Lunch, 68% Minority) and DA School (D Status)
Appendix J
As-Is Chart
Baseline AS IS 4 C’s Analysis for SES Current PLCs PPLCs_______________________
169 Culture
• Teachers collectively provide the majority of the input.
• Meetings (MTSS, PC, ESE, etc.) are designated days and PLC time is held sacred. • Teachers consistently
dive deeper within the content to provide quality task and quality instruction.
• Student needs drive the direction of planning in conjunction with the scope and sequence.
Conditions 2 required PLC 2 x per
week (45 minutes) Consistent expectations
per grade level (roles, agenda, understanding, etc.).
Coaches co-facilitate PLCs.
Ample leadership opportunities are provided within PLC.
Teacher leadership is celebrated.
Instructional coaches provide teachers with lessons/tasks as a support when needed.
Competencies
Teachers consistently engage in a cycle of reflection as they continuously build competence.
Teacher growth in practice is evident systemically. Varied experience levels and retention is consistent. All members of the learning community continuously
develop their skills and apply to school context. Administration communicates clear goals,
Expectations or supports around PLCs.
The achievement vision is to build a collaborative culture through PLCs where teachers continuously grow, improve their instruction and take ownership in their learning in a manner that leads to greater student achievement.
Context
• At least 70% of students are making learning gains and demonstrating proficiency according to the FSA.
• Ensuring quality learning experiences for every child every day. • Teachers increase their leadership roles within PLC and on campus
in effort to build capacity.
• Title I (91% F/R Lunch, 68% Minority) and no longer a DA School (A Status)
Appendix K
To-Be Chart
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Appendix L
Strategies and Actions Chart
Strategies Actions
Develop a Common Language
1. Complete a needs assessment with the leadership team.
2. Collectively commit to a focus and set a goal grounded in why.
3. Communicate the goal consistently and
repeatedly to all.
Develop and Implement a
Plan
1. Provide a research based framework that focus on the right work.
2. Define roles and expectations to commit individuals to the work.
Provide Support
1. Align resources, structures and school systems with the plan.
2. Attend planning regularly and engage as an active participant.
3. Exercise two-way communication.
Monitor and Adjust
1. Assess progress of the goal and develop a plan collectively to make adjustments based on data.
2. Provide ongoing feedback to teachers and coaches.