Since the passage of No Child Left Behind in 2001, schools have focused on continuous school improvement and implementing systems that meet the legislative mandates set forth. Additionally, with the passage of Every Student Succeeds Act, more requirements focused on high student achievement rates are expected. When students are at the forefront, teachers and administrators are working for the students’ benefit. Effective teams of teachers collectively work to find what is needed to ensure student learning goals are achieved. Creating a climate that promotes student learning embodies the idea of student-focused professional learning communities. In this effort, collaboration through the lens of tiered instruction has emerged as an effective system of school improvement. The purpose of this study was to identify the benefits and challenges of establishing Professional Learning Communities through the lens of tiered instruction from the principal and teacher perspective. In this study, it appeared administrators’ and teachers’ perceptions were similar, yet males and females differed regarding the importance of the five dimensions of PLC’s. Qualitative data using the PLCA-R and focus group interviews, findings suggested that while teachers and administrators viewed PLC’s and Response to Intervention teams as essential to increasing student achievement, differences in implementation and sustainability exist within the studied system. The research conducted advances DuFour and Hord’s theory that successful collaboration amongst teachers is an on-going continuous need in today’s schools.
|Commitee:||French, Wendy, Meyer, David|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Keywords:||Multi-tiered systems of support, Professional learning communities, Response to intervention, Tiered instruction|
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