Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Christina Dawson

Abstract

Many researchers have studied best practices within school-based professional learning communities (PLCs). Practitioners need to understand more about different PLC configurations, such as vertical PLCs across schools, and how leaders influence implementation and outcomes. The purposes of this case study were to understand vertical PLC participant perceptions of leadership and school improvement, educator growth, and the effectiveness of the vertical PLC structure. The conceptual framework incorporated leadership of change, commitment to continuous improvement for individuals and organizations, and support of active and compelling adult learning. A collaborative, vertical PLC structure in a medium-sized public school district in a Mid-Atlantic state in the United States was the focus of this study. Research questions addressed the perceptions concerning leadership, educator growth, and the usefulness of the vertical structure. Data were collected through detailed interviews with 6 participants. A combination of a priori and open coding was used to support thematic analysis. Themes identified included alignment of practices, collective problem-solving and decision-making across grade bands and levels (shared leadership), collective responsibility for all students across levels, and the value of the vertical structure. PLC participation led to positive personal and professional growth experiences. Positive social change implications may include replication of the vertical PLC as a leadership and school improvement model across the school district. In addition, participants stated that the efforts of the PLC should influence students’ performance in high school and beyond.

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