Examining the Impact of the Professional Learning Community Continuous Improvement Model on School Based Instructional Coaches

Autor/in	Hunter, Lee Thompson
Titel	Examining the Impact of the Professional Learning Community Continuous Improvement Model on School Based Instructional Coaches
Quelle	(2021), (168 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wingate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2097-8048-9
Schlagwörter	Hochschulschrift; Dissertation; Communities of Practice; Faculty Development; Educational Improvement; Models; Coaching (Performance); Alignment (Education); Educational Objectives; Barriers; Program Implementation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community; Teaching improvement; Unterrichtsentwicklung; Analogiemodell; Educational objective; Bildungsziel; Erziehungsziel
Abstract	The purpose of this mixed methods dissertation is to examine the impact of the Professional Learning Community Continuous Improvement Model (PLCCIM) on school-based instructional coaches (SBICs) within a large school district in one of the nation's southeastern states. The effect of the implementation, along with coaches' perceptions, was measured using a survey and qualitative data from participant interviews. The survey was administered to 78 of the district's 100 SBICs. The 78 qualifying participants for this study, had: (1) served as a school-based instructional coach in a TCSD school for one or more years, (2) attended the monthly district coaches' PD/PLC meetings, and (3) participated in one or more of the optional PLCCIM breakout sessions facilitated by the researcher during the afternoon portion of the district coaches' PD/PLC meetings. There were a total of 39 respondents. The survey was designed to determine the extent to which the PLCCIM affects SBICs' efficacy, interest, and outcomes expectations and reveal any social supports or barriers from the perspectives of the coaches implementing the model in their schools. Ten interviews were also conducted to further explore these topics as well as any differences in the effects of PLCCIM implementation based on SBICs' years of experience. When this study was conducted, TCSD had no district model for Professional Learning Communities (PLCs); however, the majority of coaches surveyed reported supporting the development of and/or facilitating effective PLCs on a monthly, weekly, or daily basis in their current role. Without a model, the majority of coaches interviewed reported misalignment between the school's vision, mission, and continuous improvement, resulting in increasingly canceled PLCs. The SBICs who implemented the PLCCIM reported it would, in fact, provide a framework, common language for instruction, and clear, consistent expectations for teaching and learning across the district. All interviewees recommended: (1) TCSD implement the PLCCIM as the district-wide PLC model, K-12, to ensure continuous improvement and support the implementation of new coherent curricula in its schools, (2) allow the researcher to implement the PLCCIM model and lead the work, and (3) provide a meaningful system of support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01