Beruflich Dokumente
Kultur Dokumente
EA 747
Oakland University
May, 2018
The Evaluation of Professional Learning Communities at Gill Elementary School
Chapter 1
Introduction
The curricular demands of implementing the Core Standards can be overwhelming for teachers.
Robert J. Marzano, leading educational researcher, has stated that it would take 22 years of education for
teachers to cover all the content with students. Teachers also identify priorities within the Common Core
Standards, develop assessments to see if the students have mastered concepts, and ensure that they
prepared to advance to the next level. Furthermore, Dufour et al. states “The fundamental purpose of the
school is to ensure that all students learn at high levels.” (P. 11, Learning by Doing, Third Edition).
Teachers are also expected to teach students with fidelity and rigor, and in most cases their performance
evaluations are dependent on how well students perform. One methodology that many districts are using
educators work collaboratively in recurring cycles of collective inquiry and action research to achieve
better results for the students they serve.” (P. 10, Learning by Doing, Third Edition, Dufour et. al). There
are three big ideas that drive the work of the PLC process: a focus on learning, a collaborative culture
and collective responsibility with a results-orientation. It is through this lens in which we will evaluate a
Gill Elementary is one of nine elementary schools in Farmington Public Schools with
approximately 500 students. The school receives Title I funding because approximately 25% of the
student population receives free and reduced lunch. Despite additional academic support staff through
this funding, the school test scores continued to show limited student growth. To increase student growth,
the principal and 4 additional staff started Gill on their PLC journey in 2014, following summer training.
This team will be referred to as the “guiding coalition”, whose purpose was to build shared knowledge
and leadership for the PLC process. After obtaining key concepts and methods from the training, this
The Evaluation of Professional Learning Communities at Gill Elementary School
guiding coalition identified needs based on the 3 big ideas as described by Dufour to identify a
The first part of the process was to build awareness of the PLC process and to develop a mission
and vision with the staff. As awareness grew, the principal made a commitment to send four additional
staff to PLC training the following summer. These additional staff members joined the guiding coalition
and assisted in the development of a 2015-16 professional development plan for PLC.
A clearly articulated vision was developed by staff in August 2015, and commitments were
aligned to the PLC process. The coalition identified the next step in the process to build a structure that
ensures all students learn at high levels. This included embedded time in the school day for teacher
collaboration supported by the principal through assemblies on a bi-weekly basis. An outline was created
for grade level collaborative team meetings with the four guiding questions:
The guiding coalition created an instructional support block of time was set aside for grades first
through fourth at least three times a week for at least 45 minutes in math. Math was the identified area of
need for the entire school due to low test score data from the NWEA. Because of the data, the staff
began to identify essential skills and common assessments to narrow their focus on student expectations
for learning.
This is the third year Gill has implemented the PLC process. Currently, half of the staff has
attended a formal training during the summer and there is more interest in returning the following year.
Teachers who have attended are expected to share their learning with staff and assist in creating the action
The successes at Gill have sparked interest at district level, and additional money has been set
aside for training for additional schools to attend last summer. PLC is now one of the primary focuses at
The Evaluation of Professional Learning Communities at Gill Elementary School
the district level with an emphasis on the meeting structure and implementation of the instructional
support time at all schools. At the elementary level, the focus in 2016-17 is on reading with the
expectation of 3-5 days a week for 45-60 minutes. Gill is being used as an example for other buildings
To evaluate the attitudes of efficient and effective implementation of PLC’s at Gill, the following
Evaluation/Research Questions
An assumption made by this team, is that an increase or decrease in NWEA student achievement
is highly correlated to PLC effectiveness. Before the study began, the administrator has already started
gathering data on program effectiveness to help inform her work in the building. At that time, she had a
grade level that demonstrated growth in the NWEA teacher quadrant data from fall 2014 to spring 2015.
Since the team is composed of the same teachers, there is an assumption that this PLC will continue to
have high growth. There is also an assumption that all grade level teams will demonstrate higher growth
in reading because of the weekly additional time dedicated for collaborative teams and instructional
One of the limitations this team had was the evaluation only occurring in one building. This
limited the ability to compare schools with similar schools. Without a larger scale approach, it is difficult
to know how the data of other schools implementing PLCs compares to Gill. In addition, it is often
difficult to isolate what actual program, strategy or other variables such as individual teacher
Definitions
organization that supports students and educators worldwide by creating assessment solutions that
precisely measure growth and proficiency—and provide insights to help tailor instruction. (reference
nwea.org)
RIT: When students finish the NWEA MAP Growth test, they receive a number called a RIT score for
each test area (reading, language usage, math, or science). The score represents a student’s achievement
level at any given moment and helps measure their academic growth over time. It is a stable scale, like
feet and inches, that accurately measures student performance, regardless of age, grades, or grade level.
(reference: https://community.nwea.org/docs/DOC-2345)
Percentile (60th percentile): This measure describes a student’s current achievement level in the context
of a peer group, usually age or grade. Percentile scores best answer questions like how does this student’s
score compare to other students in the same grade? For example, a student who scores in the 60th
percentile means he/she did as well or better than 60% of the peer group. It is important to know that this
score does not give the full picture of the student’s achievement. (reference:
https://www.nwea.org/blog/2015/percentiles-powerful-use-care)
Conditional Growth Percentile: The conditional growth percentile, or CGP, ranges from the 1st to 99th
percentile. It indicates a student’s percentile rank for growth. For example, a student who has a CGP of
50 means the student’s growth was greater than 50 percent of similar students in the NWEA norm group.
Students are considered similar in terms of starting achievement level, grade, subject area, and number of
Observed Growth: is the amount of measurement error associated with the term-to-term growth
Projected Growth: Represents the best estimate of the average growth for students at different points on
the RIT scale. This statistic can serve many purposes, such as monitoring student growth in the
classroom, summarizing school or district performance, and can be a useful guide for instructional
growth-projections-evaluration-tool/)
Chapter 2
Review of Literature
For decades, teachers operated as kings and queens in their classrooms. Although
professional development evolved as an important aspect of teacher growth, it was clear that
there was a lack of formal collaborations. Good teachers produced classrooms that prospered,
while other teachers struggled unless they actively sought out support from others. As Gill
Elementary works to foster a collaborative culture and increase student achievement through
effective PLC’s, a review of current literature will compare its recent implementation with
current research. In addition, a review of change management research will also look at any
risks Gill Elementary may incur at sustaining the PLC process though an organizational
assessment lens. Finally, researchers with some skepticism will be reviewed to ensure
Renown PLC advocate Richard Dufour has worked with struggling school districts for
over ten years. He has concluded that there are several elements that are important to implement
for a successful PLC and that the primary critical success focuses on improving student learning.
The Evaluation of Professional Learning Communities at Gill Elementary School
In the first element he states that schools “begin exploring the PLC process by building
shared knowledge about the rationale for using the process” (Dufour, 2012). Teachers are wary
only to be replaced with a newer and improved strategy. Gill Elementary practiced its due
and success in other districts. In addition, NWEA growth had become stagnant, producing the
As Gill Elementary forged ahead in its PLC implementation, not all research is sold on
PLC’s as the be-all, end-all in student success. Several authors show skepticism on the overall
effectiveness of PLC’s. In an article from a PLC opponent points out numerous perceptions that
questions its overall favorability. The author indicates a flaw in PLC’s lies with, “establishing
PLC’s accountability to higher authorities”. She further states, “in contrast to the PLC principle
collaboration amongst teachers but more so as a task handed down to teachers as one more thing
Looking at how PLC’s can be of benefit and analyzing risks associated with putting so
much effort into such large-scale efforts at establishing PLC’s in school districts, lends itself to
the need for districts to depend on organizational change from a business perspective. Current
business models and leaders in the field of change management could prove to help with
Even a successful initiative such as PLC’s could fall victim to program fatigue, like other
programs that the educational community has witnessed. With the implementation of any new
The Evaluation of Professional Learning Communities at Gill Elementary School
initiative, it is not for lack of motivation, diligence or passion for student learning that causes
them to fail, it is typically the lack of sustainability. Since the mid-nineties most change
management gurus use the same statistic to describe the amount of change initiatives that fail,
they indicate that 70% of new programs fail. Because PLC’s are developed as an organizational
program and a new tool to guide a culture of learning and collaboration, schools can suffer the
fate of any new program, business or idea if not aware of the pitfalls that accompany change
efforts.
a vision, communicating the vision clearly and often, removing obstacles, planning for and
creating short-term wins, avoiding premature declarations of victory, and embedding changes in
the corporate culture” (Kotter, 2007). Gill’s stagnant NWEA indicators, the interest and
subsequent training of school leaders and the evaluation of their current vision, mission and
Gill’s ability to take an objective look at its student data paired with current and proven
research, puts the district in the perfect position to implement PLC’s and track student
achievement gains or losses. It also helps to ensure that the key questions that PLC’s are
Chapter 3
Method of Study
Each PLC is made up of teachers in the same grade level. Each team member has a role: Lead
Teacher (facilitator), and Timekeeper and Note taker. Approximately two thirds of the Lead
Teachers also receive training at bi-weekly Multi-Tiered Systems of Support meetings. Each
PLC meets every Wednesday during their planning period which is expanded an additional 40
minutes by substitute teacher coverage. Topics are developed each week based on four essential
questions; what do we expect our students to learn? How will we know what they learned? How
will we respond when they don’t learn? How will we respond if they already know it? The
This study was conducted over the 2016-2017 school year. Surveys about their PLC’s
were distributed to teachers in May of 2017. Student NWEA data was also collected in the
spring of 2017. PLC leads participated in a focus group survey in May of 2017.
Selection of Subjects
Sixteen teachers who participate in professional learning communities in their grade level
are included in this study as well as 6 PLC leads from each grade level from Gill Elementary. In
addition, all Gill Elementary students in grades 1-5 who were administered NWEA in the fall to
Spring 2016-17 school year are also were included in this study.
The Evaluation of Professional Learning Communities at Gill Elementary School
Evaluation/Research Design
The evaluation was conducted during the 2016-17 school year. Students in grade 1-5
were administered the NWEA three times during the school year during seasons, fall, winter and
spring. A PLC questionnaire was administered to grade level teachers in May 2017 at an
afterschool staff meeting. PLC leads who participate in the MTSS team meeting participated in a
Instruments
To collect data for this study, both a qualitative and quantitative approach was taken.
Quantitatively, both primary and secondary data was used to gather information. Student
performance data were reviewed from NWEA testing. This testing occurred three times each
year in the fall, winter and spring. Specifically, a comparison of student growth data was
evaluated from fall 2016 to spring 2017. A five-point Likert Scale on the topic of PLC’s was
developed and administered to teachers in May of 2017. The survey asked teachers to strongly
agree, agree, not sure, disagree or strongly disagree with statements about their PLC’s. The
statements covered teachers’ attitudes towards various aspects of their teaching, collaboration
with others, school culture and the effect of PLC’s on their instruction. Finally, a NWEA
comparative analysis of grade level teachers looked at achievement (low/high) and growth
The qualitative component of this study includes a focus group interview that provides
information regarding attitudes of the implementation and effectiveness of focus groups amongst
teachers.
The Evaluation of Professional Learning Communities at Gill Elementary School
Chapter 4
Triangulation of Data
methods were used that included four data sources. The first source was a PLC survey for each
grade-level teacher using a 5-point Likert scale with 3 short responses. Secondly, PLC
interviews for each grade-level PLC lead were conducted using standardized, but open-ended
questions. The third sources used were NWEA reports analyzing achievement data from grade-
level PLC teams. Two different reports were used from the NWEA site. The grade level report
displayed overall grade level proficiency in the areas of math and reading. The fourth source
analyzed was NWEA teacher quadrant report that displayed individual teacher results for growth
and proficiency from fall 2016 and spring 2017. In addition to the survey results, our research
team looked at math and reading NWEA results from fall of 2016 to spring of 2017, after the
A survey was administered to all Gill teaching staff regarding Professional Learning
Communities in May 2017. The 21-question survey was a combination of 5-point Likert scale
statements and open-ended responses. Gill has a veteran staff with approximately 60% of the
teachers with more than 11 years of experience and 8 years within the building. Norms are
stated to be a key component in their grade level PLCs. Eighty percent of teachers feel they have
to adhere to their norms within their PLC which allows meetings to be productive. Collaboration
is a major part of a culture as reflected in the survey and 90% feel their conversations are related
to student learning. All staff feels supported by their principal in the PLC process, who regularly
Gill has foundational meeting structure and focus in place, however some teachers feel
that teams needs to continue to work on scales and common assessments. Although most
teachers feel their colleagues are open to receiving feedback, the area of most concern was the
confidence that they will change their practice based on their conversations. However, all but
one teacher feels that their PLC conversations have impacted their own teaching practice.
The first question, “What do you like most about PLC’s in our building”? Teachers
feedback and focus on the growth of all students was major themes in their responses. One
teacher responded, “We also all have student growth in the front of our brain!!!” They also value
the time they are given to meet and use actively use data to inform instructional decisions on a
regular basis. Teachers have begun creating common assessments to use during their time as
well. Many teachers reported feeling supported by their colleagues, have positive relationships
and feel inspired. Specials teachers reported the benefit of connecting across the district with
colleagues since they are the only one who teaches the subject in the building.
Teachers were also asked, “How can it (PLC’s) be improved? Most teachers reported
that they could benefit from more time to collaborate and more focus. Towards the end of the
year, it appears to be more challenging to find time to time. One teacher commented “Lately it
has been very hard to meet outside of the school day to discuss our data. We have been using the
phone more, and I just do better working in person”. In addition to time, there was an articulated
need for a designated quiet space and additional training on the data base system to access data.
Although teachers reported that they have norms, some teachers indicated that they need
reminders throughout the year to adhere to them, as well as more direction for developing
instructional groups within the PLC structure. Some teachers feel that they need to look at more
The Evaluation of Professional Learning Communities at Gill Elementary School
data in the meetings, establish a set agenda, and create rubrics that include common formative
assessments. They also indicated that their teams need to have a clearer established goal for the
year.
Finally, Gill Elementary teachers were asked, “What does your principal do to support
you?” They reported that the principal is very supportive of PLC time in a variety of ways by
“thinking out of the box” as described by one teacher. Some examples to honor the time needed
to analyze student data include: providing substitutes for extended collaboration attached to
planning time and arranged assemblies. Many teachers reported her to be present regularly at the
PLC meetings to provide guidance, answer questions or to check-in. The principal is said to
have a collaborative mindset and a focus on using data to look at all students, which sets the
culture for the school. PLC is seen as a priority with several opportunities for training provided
to all staff. She also supports the teams by collecting data for them. Teams know that she is
Additional information regarding PLC functioning was gathered from grade-level leads
within the building. Lead Teachers provided evidence in which the principal supports
professional learning for the PLC process. They indicated most staff has attended 3-day PLC
training out of state within the last 4 years. A small group also visited a school that noted to be a
PLC district to gather information and ideas. The principal has made the commitment to attend
the training with her staff every year. As a result, leads feel like meetings have more of a focus
All grade-level leads feel that the PLC process is beneficial to the building. They
reported that they are looking at data more frequently and differently. They have grade-level
discussions to support instructional support time for intervention and extension. Meetings feel
The Evaluation of Professional Learning Communities at Gill Elementary School
more collaborative and the time is valued. Most importantly, student achievement is reported to
PLC leads identified some opportunities for improvement moving forward for their teams
and school. Some activities identified for teams include: come more prepared and look at data
sooner in the process. There was mention of the need for common assessments which may help
with some of the data review. More training was recommended during the school year as it may
be difficult for some teachers to dedicate time to attend an out-of-state training in the summer.
In addition, training on accessing information in the data warehouse system would be beneficial
because not all groups feel confident with their technology skills.
For PLC school improvement, many leads reported that it would be nice to have cross-
level conversation to know what other grade levels are focusing on and how. Since instructional
support time is a planned within PLCs, teams would like more flexibility from the district on the
structure based on grade level. District work groups were also created power standards per grade
level, which teams were anticipating supporting the work they are doing within their teams as
well.
To answer to our research questions and evaluating data, our first research question was,
evaluated survey data, administrators demonstrated through their commitment with training, time
allotted for collaboration, that they are committed to implementation an environment where
teachers and staff work together to improve student achievement. This commitment is a key
The second research question asks, “To what extent do teachers attitudes impact PLC?”
The survey results indicate that teachers both understand and value how these collaborative
The Evaluation of Professional Learning Communities at Gill Elementary School
groups impact their teaching support increasing student achievement. Finally, we asked, “How
effective is the PLC process in improving student achievement?” The data indicates that
students in general show an increase in mean RIT scores across all grades in Math and Reading.
Although the limitations in research indicate that you cannot definitively attribute the increase in
NWEA scores to PLC’s alone, our research does show that teachers positive attitudes towards
collaborative work and the commitment from administration to teachers working together are
instrumental in the student achievement gains Gill Elementary has experienced. Our final
research question was, “How effective is the PLC process in improving student achievement”?
The NWEA Scores overall summary for spring indicates that students at Gill Elementary
had substantial growth in the first grade and steadily decline from 2nd grade to 5th. Each grade
level collaborative groups have an opportunity look at NWEA data to understand specific
concepts where students excel and are challenged. Although a new PLC group is looking
reactively to NWEA data, it gives them the opportunity to root cause the correlations between
successful strategies and identify and work together to address student achievement deficiencies.
1st grade had a mean RIT score of 190 in the spring of 2017 which is 9.2 points above the Norm
Grade Level Mean RIT and 2 points above the District Grade Level Mean RIT. Observed
growth was 30.1 which is the average change in RIT growth in 1st grade math from fall 2016 to
spring 2017. The observed growth for 1st graders at 30.1 points is greater than the projected
growth at 18.5 points. This means that 1st grade had a higher than average growth. They also
had a School Conditional Growth Percentile of 99 which means that 1st grade grew more than 99
percent of the other 1st graders who took this test in the US. 87% of students also made their
The Evaluation of Professional Learning Communities at Gill Elementary School
growth projections in 1st grade. This school district considers 60th percentile achievement to be
proficient in their district. In 1st grade, 58% of students would be considered proficient in this
district.
The mean RIT score for 1st grade in reading was 158.6 (1.3 points below district mean RIT of
159.9 and 2 points below norm grade level mean RIT) in the fall of 2016 and 186.1 in the spring
of 2017. Projected growth for these students was 16.7, and observed growth was 27.5,
substantially exceeding the expected growth. As with math, proficiency is considered at the 60th
percentile. For 1st graders in reading, 85% met projected growth and are considered proficient.
Second grade had a mean RIT score of 197.5 in the spring of 2017 which is 5.6 points above the
Norm Grade Level Mean RIT of 192.1 and 2.2 points above the District Grade Level Mean RIT
of 195.5. Observed growth was 16.4 which are greater than their projected growth at 15.1
points. This means that they had slightly higher than average growth from the fall of 2016 to
spring of 2017. 2nd grade had a School Conditional Growth Percentile of 68. Their growth was
greater than 68% of 2nd graders who took this test in the US. 63% of students met their growth
Second grade readers at had a mean RIT score of 179.1 in the fall of 2016 and 197.4 in the spring
of 2017. The students observed growth 18.3 during this period exceeded projected growth of
13.9. Only 33% of students in the U.S scored higher that the students in this group. 72% of
3rd grade had a mean RIT score of 202.1 in the spring of 2017 which is below the Norm Grade
Level Mean RIT of 205.9. Their observed growth was 9.9 points which is 3.2 points below their
projected growth of 13.1 from fall 2016 to spring 2017. 3rd grade had lower than average
growth. 3rd grade had a School Conditional Growth Percentile of 28 which means they grew
better than 28% of 3rd graders who took this test in the US. 33% of students met their projected
growth and 33% of 3rd grades would be considered proficient by this school district.
3rd grade had a mean RIT score of 189.7 in the fall of 2016 and a mean RIT score of 200.0 in the
spring of 2017, which exceeded the Norm Grade Level Mean RIT of 188.3. Their observed
growth was 10.3 points which is 3.2 points below their projected growth of 13.1 from fall 2016
to spring 2017. 3rd grade had lower than average growth. 3rd grade had a School Conditional
Growth Percentile of 28 which means they grew better than 28% of 3rd graders who took this test
in the US. 33% of students met their projected growth and 33% of 3rd grades would be
4th grade had a mean RIT score of 213.3 in the spring of 2017 which is very close to the Norm
Grade Level Mean RIT of 213.5 and 3.2 points below the District Grade Level Mean RIT of
216.5. Their observed growth was 12.2, which is slightly higher than their projected growth of
11.5 points from fall 2016 to spring 2017. 4th grade had slightly higher than average growth.
They had a School Conditional Growth Percentile of 62, which mean they grew more than 44%
of the other 4th grade students who took this test in the US. 53% of students met their projected
growth targets and 38% of 4th graders at this school would be considered proficient by this
district.
The Evaluation of Professional Learning Communities at Gill Elementary School
4th graders at Gill Elementary had a mean RIT score of 201.4 in the fall of 2016 and 209.4 in the
spring of 2017. There observed growth of 7.9 exceeded projected growths of 7.7. The school
conditional growth measure was 55%, indicating that only 45% of students in the school
normative comparison group exceeded their mean RIT. 55% of 4th graders are considered
5th grade had a mean RIT score of 221.5 in the spring of 2017. This .2 points more than the
Norm Grade Level Mean RIT of 221.4 and 2.7 points below the District Grade Level Mean Rit.
Their observed growth 9.2 and is slightly lower than their projected growth of 10.1 points. 5th
grade had a slight below average growth from fall 2016 to spring 2017. They had a School
Conditional Growth Percentile of 37, so they grew better than 37% of 5th graders who took this
test in the US. 51% of 5th graders at this school met their growth target. 44% of 5th grades are
In the fall of 2016 student had a mean score of 204.7 and increased to 211.5 in the spring of
2017. The observed growth of 6.8 exceeded projected growth of 6.1. 57% of are considered
proficient. Their Conditional Growth Percentile (School Norms) was 58, indicating that only
42% of students scored higher than this group in the district and at 54, only 46% of U.S. students
scored higher.
The Evaluation of Professional Learning Communities at Gill Elementary School
The NWEA Scores overall summary for spring indicate that students at Gill Elementary have
substantial growth in the first grade and although each grade level mean RIT scores showed
growth and increases in proficiency from fall to spring, growth gains begin to diminish from 2nd
grade to 5th. Each grade level collaborate groups has an opportunity look at NWEA data in
grade level groups and the data is reported in a way to understand specific concepts where
Quadrant data by grade level teachers indicate which individual teachers had students that
met projected growth (mean score). In addition, the quadrant shows which students have low
achievement, but high growth, low achievement and low growth, high achievement and high
growth (the ideal quadrant) and high achievement and low growth by specific demographics (e.g.
ethnicity and gender). This data provides an effective tool for administrators to look at
effectiveness of teachers in each grade level, but more importantly, provides a snapshot of how
Discussion of Results
In the review of triangulated results, a few observations can be made. In the NWEA,
overall improvements in growth and achievement were substantial better with grades 1st through
3rd grades. Grades 4th and 5th made substantially smaller improvements. This provides Gill an
opportunity to discuss these trends during the PLC and to understand if this is common for
Quadrant data provides individual teachers the opportunity to study both groups of
students to adjust teaching methods like differentiated methods and materials. In addition,
administrators are provided a look across grades, teachers and students that can support
struggling teachers in specific areas and leverage stronger teachers if teachers feel safe during
The surveys and interviews provided very specific information regarding continuous
improvement opportunities for the planning, preparation and delivery of PLC content and
implementation. For example, a red-flag was presented for administrators when interview results
indicated that teachers need more planning time within the school day. This information could
avoid conflicts with union rules and provide an opportunity for creative solutions from both staff
and administration.
Conclusion
Overall, the process of training employees on PLC implementation and practice appear to
be successful as teachers and administrators find value in the PLC process at Gill Elementary. In
conjunction with measures of success in grade level year-to-year comparisons of NWEA data,
the overarching goal of an increase in student achievement, Gill Elementary PLC process
However, as NWEA results show overall growth and achievement across grade levels,
there should be caution in attributing these increases solely on the implementation of the PLC
process in the absence of a control group. Despite some varied limitations with contributing
success of any venture on one variable, teachers at Gill do find value in collaborative methods
and support of administrators as reported in a survey conducted with this research. Teachers
have provided very specific feedback for continuous improvement. This provides administrators
a chance to evaluate and prioritize those items that would directly impact student achievement
and leverage the talents and successes of teachers. It also provides data to support new teachers
Recommendations
As indicated in the first chapter, teachers feel overwhelmed with the pressures of being
evaluated based on student performance. The implementation of the PLC process has provided a
platform and dedicated time to share ideas, feel supported and evaluate student performance.
The PLC process at Gill gives them strategic time to evaluate both their instructional methods in
conjunction with student data results by grade level and by each teacher. Administration’s
The Evaluation of Professional Learning Communities at Gill Elementary School
commitment to supporting time for collaboration and planning appear to be yielding positive
results internally (with teachers) and externally (an increase in student achievement and growth).
This should continue with consistent internal monitoring of PLC through surveys and feedback
methods (e.g. professional development feedback forms). As such there were several
fundamental recommendations that came this research team’s survey of staff that would provide
1. Some teachers feel that they need to look at more data in the meetings, establish a
set agenda, and create rubrics that include common formative assessments. They
also indicated that their teams need to have a clearer established goal for the year.
2. Teachers want more time to collaborate and at times are asked to meet outside of
Gill Elementary has shown many achievements in their PLC process, however, it is
always beneficial to benchmark other PLC programs. Success is relative, and if you never
measure your success against outside entities, successes remain limited in their scope of self-
evaluation and improvements. Time is always a constraint; however, technology has mad vast
questions that are asked regarding student improvement are a good way to stay focused but may
limit the ability to root cause symptoms of challenges or capture the essence of successful
instructional methods. One additional area of concern is the common practice at Gill to publicize
student achievement and growth by teacher. This may not account factors outside the teacher’s
control in comparison to other teachers. For example, two first grade teachers may have
inequitable student populations that impact student performance such as special education, ELL
The Evaluation of Professional Learning Communities at Gill Elementary School
or transient students. Although some demographics are reported, they are not accounted for in a
narrative with the that this team was provided. This could cause dysfunctional relationships
amongst teachers.
One major recommendation for Gill Elementary is to create a bank of knowledge (BOK).
Many successful implementations of programs do not capture their successes or limitations and
are subject to lose them when personnel leave or become subject to repeating mistakes. Several
Future Research
Gill Elementary has taken a comprehensive approach to the research, training and
implementation of the PLC process to impact both instruction and student learning. In the spirit
of continuous improvement, there are at four areas of probable future research with Gill
successful practices are put in place, this would benefit future teacher, students
populations. This may offer ideas, strategies and help to streamline PLC
practices.
measure of success is based on student data, then it may be too late to vary
The Evaluation of Professional Learning Communities at Gill Elementary School
methods and processes once the NWEA scores (for example) are in. Taking the
key.
4. Triangulate data outside of the PLC process to look for other variables that impact
parental involvement are examples of things that may impact the success of
student learning.
Conclusion
instrumental in building a collaborative culture where teachers can share instructional methods,
discuss challenges and successes in relation to student success. This research has provided area
of celebration in the relationship of student increases in learning pre and post PLC
implementation. To continuously improve this success, Gill Elementary should embrace its
triangulate variables when reporting data results and look to standardize district-wide PLC
References
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Dufour, R. (2012). When Districts Function as Professional Learning Communities.
Education Digest, 77(9), 28-29.
User, C. (2017, October 24). How can I explain RIT scores to students and parents?
Percentiles are Powerful – Use with Care. (2015, April 28). Retrieved November 19,
User, C. (2017, June 06). Conditional growth percentile. Retrieved November 19, 2017,
from https://community.nwea.org/docs/DOC-1630
The Evaluation of Professional Learning Communities at Gill Elementary School
User, C. (2017, October 26). Observed growth is less than the standard error (SE) for
Evaluation Tool. (2016, November 23). Retrieved November 19, 2017, from
https://www.nwea.org/blog/2013/using-percentage-students-meeting-exceeding-growth-
projections-evaluration-tool/