In 2013, an initiative was implemented throughout a school district to address years of declining student assessment scores. With a directive for engagement in collaboration, this study was conducted to determine what a school was doing well in their Professional Learning Communities, areas for growth during the process, and the extent that the initiative was implemented with fidelity. By analyzing the targeted school’s quantitative and qualitative data, this study identified themes regarding overall effectiveness of the initiative and areas for recommended enhancements to facilitate student learning. The evaluation of this process shaped the foundation for development of change recommendations to deepen the impact. The drive for improved achievement facilitated the expansion of a revised policy and procedures to strengthen gains.
","abstract_html":"<p> In 2013, an initiative was implemented throughout a school district to address years of declining student assessment scores. With a directive for engagement in collaboration, this study was conducted to determine what a school was doing well in their Professional Learning Communities, areas for growth during the process, and the extent that the initiative was implemented with fidelity. By analyzing the targeted school’s quantitative and qualitative data, this study identified themes regarding overall effectiveness of the initiative and areas for recommended enhancements to facilitate student learning. The evaluation of this process shaped the foundation for development of change recommendations to deepen the impact. The drive for improved achievement facilitated the expansion of a revised policy and procedures to strengthen gains. </p>","abstract_has_math":false,"creators":["Evens, Chundra"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Carol A. Burg, Ph.D.","Brenda K. Hardman, Ed.D.","Lois A. McKee, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-04-01T07:00:00Z","date_published":"2019-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Learning Communities","PLC","Professional Learning Community","Collaborative Learning","Teacher Collaboration","Teacher Professional Development","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/344","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carol A. Burg, Ph.D.","Brenda K. Hardman, Ed.D.","Lois A. McKee, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Evens, Chundra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-03-08T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning Communities","PLC","Professional Learning Community","Collaborative Learning","Teacher Collaboration","Teacher Professional Development","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/344"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In 2013, an initiative was implemented throughout a school district to address years of declining student assessment scores. With a directive for engagement in collaboration, this study was conducted to determine what a school was doing well in their Professional Learning Communities, areas for growth during the process, and the extent that the initiative was implemented with fidelity. By analyzing the targeted school’s quantitative and qualitative data, this study identified themes regarding overall effectiveness of the initiative and areas for recommended enhancements to facilitate student learning. The evaluation of this process shaped the foundation for development of change recommendations to deepen the impact. The drive for improved achievement facilitated the expansion of a revised policy and procedures to strengthen gains.
"]},{"key":"dc:title","label":"Title","values":["Professional Learning Communities Supporting Teacher Collaboration And Student Achievement: A Program Evaluation"]}]}],"canonical_facts":{"dc:contributor":["Carol A. Burg, Ph.D.","Brenda K. Hardman, Ed.D.","Lois A. McKee, Ed.D."],"dc:creator":["Evens, Chundra"],"dc:date.available":["2019-03-08T08:00:00Z"],"dc:description.abstract":["In 2013, an initiative was implemented throughout a school district to address years of declining student assessment scores. With a directive for engagement in collaboration, this study was conducted to determine what a school was doing well in their Professional Learning Communities, areas for growth during the process, and the extent that the initiative was implemented with fidelity. By analyzing the targeted school’s quantitative and qualitative data, this study identified themes regarding overall effectiveness of the initiative and areas for recommended enhancements to facilitate student learning. The evaluation of this process shaped the foundation for development of change recommendations to deepen the impact. The drive for improved achievement facilitated the expansion of a revised policy and procedures to strengthen gains.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/344"],"dc:subject":["Learning Communities","PLC","Professional Learning Community","Collaborative Learning","Teacher Collaboration","Teacher Professional Development","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching","Teacher Education and Professional Development"],"dc:title":["Professional Learning Communities Supporting Teacher Collaboration And Student Achievement: A Program Evaluation"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}