Abstract
This Improvement Science Dissertation in Practice investigated how to enhance the relevance, effectiveness, and teacher ownership of grade-level Professional Learning Communities (PLCs) at a university-affiliated charter school in East Texas. Despite the district’s strong STEM and Project-Based Learning (PBL) emphasis, 60% of high school teachers reported that PLCs felt irrelevant, administratively driven, or misaligned with their daily instructional needs. Using Improvement Science methodologies, including Plan-Do-Study-Act (PDSA) cycles, root-cause analysis, a driver diagram, and embedded collaborative structures, this study implemented targeted interventions aimed at shifting teacher perceptions and strengthening PLC practices. Interventions centered on aligning PLC agendas with PBL, implementing structured peer-feedback routines such as the Critical Friends Protocol, and supporting PLC facilitators through explicit training. Data from teacher surveys, PLC artifacts, and qualitative reflections indicated that teachers valued increased collaboration, more purposeful agenda alignment, and opportunities for authentic instructional dialogue. Through iterative cycles, teachers demonstrated increased engagement, ownership, and relevance of PLC work, contributing to improved instructional alignment and collaborative culture. Recommendations for further research include expanding implementation across campuses, examining leadership transitions, and exploring additional PLC structures such as vertical and cross-campus PLCs.
Date of publication
12-2025
Document Type
Dissertation
Language
english
Persistent identifier
http://hdl.handle.net/10950/4916
Degree
Doctor of Education in School Improvement
Recommended Citation
Urieta, Oscar A., "IMPROVING THE EFFECTIVENESS OF THE TEACHER PROFESSIONAL LEARNING COMMUNITIES IN SECONDARY EDUCATION" (2025). Education Theses and Dissertations. Paper 37.
http://hdl.handle.net/10950/4916