Date of Award

5-10-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Linda Samek, EdD

Second Advisor

Nicole M. Wessman-Enzinger, PhD

Third Advisor

Sara Hahn-Huston, DEd

Abstract

This case study explored elementary teachers' perceptions of cultural shifts in their school as a result of efforts to establish an effective professional learning community (PLC). It also chronicles the decisions and actions taken by the division leader which contributed to the development of social and structural resources that leveraged the readiness for change among individuals and groups in the school. Many studies examine attributes of professional learning communities and give recommendations for its successful implementation as a means of school reform. Drawing mainly from DuFour et al. (2016), Bolam et al.’s (2005) conceptual framework of professional learning communities (PLCs), and Stoll’s (1996) study of cultural norms that support school improvement, the study follows the development of a collaborative group and insightful changes in individual teacher’s beliefs, values, and understandings of what it takes to be a part of a community of professional learners.
/="/">Data was collected from experiences of eight guiding coalition members through interviews, observations, and the analysis of professional development surveys and artifacts. Findings reveal significant changes that reflect an improvement in school culture. The study highlights the critical role of shared vision, collective responsibility, trust, and reflective practice in creating conditions that enable the growth of a dynamic, sustainable learning community focused on both academic improvement and well-being of all students.

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