Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jennifer Putnam

Abstract

This mixed methods program evaluation analyzed the implementation of professional learning communities (PLCs) in four Title I elementary schools within a North Carolina district. This study examined stakeholders' perceptions regarding the impact of the PLC framework on instructional practices, the significance of collective efficacy within the framework, and the characteristics that define an effective PLC, as defined by Hord's (1997) five dimensions. The North Carolina Educator Effectiveness System (NCEES) requires educators in North Carolina to implement PLCs to promote collaboration and improve student achievement (North Carolina Department of Public Instruction, 2018). The study's results were utilized to assess stakeholders' perceptions of the implementation level of the PLC framework at their respective sites. This evaluation analyzed Title I elementary schools in the district designated by the state as TSI-AT and TSI-CU. The study's data collection process focused on K-5 teachers and administrators from four selected elementary schools within the sample. I gathered and examined data relevant to the six overarching questions to facilitate informed decision-making in the program evaluation. This research employed interviews, focus groups, the PLCA-R survey, observations, and student data throughout the CIPP evaluation model. All sites have established foundational elements of the PLC framework; however, the CIPP model evaluation suggested stakeholders remain in the developmental stages of implementation. Discrepancies between participant perceptions and actions indicated that improvements were necessary at each stage of the CIPP evaluation. Utilizing data and outcomes for decision-making within the district would enhance implementation fidelity and promote student achievement growth. The study provided practical implications and recommendations for future research.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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