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Slide 1: The Relationship Between Professional Learning Communities and Student Achievement in High Schools A Dissertation Defense by Teresa Ann Hughes Major Professor: William Allan Kritsonis, PhD PhD Program in Educational Leadership October 25, 2006 1:00 PM Teresa Ann Hughes 1 P
Slide 2: Dissertation Defense Format I. II. III. IV. V. VI. VII. Theoretical Framework Purpose of the Study Research Questions Method Major Findings Review of Literature Recommendations Teresa Ann Hughes 2 October 25, 2006 1:00 PM
Slide 3: Theoretical Framework 3 Big Ideas Student Learning Collaborative Culture Results Richard and Rebecca DuFour and Robert Eaker October 25, 2006 1:00 PM Teresa Ann Hughes 3 Student Performance
Slide 4: Purpose of the Study The purpose was two-fold: 1. Identify the degree to which each school was functioning as a professional learning community as rated by the principal. October 25, 2006 1:00 PM Teresa Ann Hughes 4
Slide 5: Purpose of the Study 2. Identify whether improved student achievement in Mathematics and Reading/English Language Arts Texas Assessment of Knowledge and Skills (TAKS) scores increased as a result of professional learning communities for the 2004, 2005, and 2006 school years. October 25, 2006 1:00 PM Teresa Ann Hughes 5
Slide 6: Research Questions 1. To what degree do principals rate their school as functioning as a professional learning community as measured by the School Professional Staff as Learning Community instrument? October 25, 2006 1:00 PM Teresa Ann Hughes 6
Slide 7: Research Questions 2. Is there a relationship between student achievement, based on change in Mathematics Texas Assessment of Knowledge and Skills (TAKS) scores, and the degree to which the principals report that the school is functioning as a professional learning community? 7 October 25, 2006 1:00 PM Teresa Ann Hughes
Slide 8: Research Questions 3. Is there a relationship between student achievement, based on change in Reading/English Language Arts Texas Assessment of Knowledge and Skills (TAKS) scores, and the degree to which the principals report that the school is functioning as a professional learning community? October 25, 2006 1:00 PM Teresa Ann Hughes 8
Slide 9: Null Hypotheses H01 - There is no statistically significant relationship between student achievement, as measured by Mathematics Texas Assessment of Knowledge and Skills (TAKS) scores, and the degree to which a school is functioning as a professional learning community. October 25, 2006 1:00 PM Teresa Ann Hughes 9
Slide 10: Null Hypotheses H02 - There is no statistically significant relationship between student achievement, as measured by Reading/English Language Arts Texas Assessment of Knowledge and Skills (TAKS) scores, and the degree to which a school is functioning as a professional learning community. October 25, 2006 1:00 PM Teresa Ann Hughes 10
Slide 11: Method  Descriptive Statistics Correlational Statistics  Pearson’s  Correlation  Stepwise Multiple Regression Analysis October 25, 2006 1:00 PM Teresa Ann Hughes 11
Slide 12: Method  Independent Variable – The degree to which a school functions as a professional learning community as rated by the principal. Dependent Variable – Student achievement based on change in Mathematics and Reading/English Language Arts TAKS scores.  October 25, 2006 1:00 PM Teresa Ann Hughes 12
Slide 13: Method  Subjects of the Study  All accessible regular instruction public high schools that functioned as a PLC in Texas  Grades 9 through 12  Total student enrollment greater than 1,000  64 principals responded out of 142 October 25, 2006 1:00 PM Teresa Ann Hughes 13
Slide 14: Method  Instrumentation  School Professional Staff as Learning Community Instrument  five-point Likert-type instrument  Pilot Test and Field Test for reliability and validity conducted by Appalachia Educational Laboratories (AEL)  5 Indicators (17 total questions) October 25, 2006 1:00 PM Teresa Ann Hughes 14
Slide 15: Method Instrumentation – 5 Indicators 1. School administrators participate democratically with teachers by sharing power, authority, and decision making. 2. There is a shared vision for school improvement in which the school has an undeviating focus on student learning. 3. Staff’s collective learning and application of the learning create high intellectual tasks and solutions to address student needs. October 25, 2006 1:00 PM Teresa Ann Hughes 15
Slide 16: Method Instrumentation – 5 Indicators 4. Peers review and give feedback based on observing each other’s classroom behaviors. 5. Conditions and capacities support the school’s arrangement as a professional learning community. October 25, 2006 1:00 PM Teresa Ann Hughes 16
Slide 17: Major Findings Research Question 1 To what degree do principals rate their school as functioning as a professional learning community as measured by the School Professional Staff as Learning Community instrument? October 25, 2006 1:00 PM Teresa Ann Hughes 17
Slide 18: Major Findings Research Question 1 Mean PLC Score = 68.8 Possible Range: 17 to 85 Reported Range: 52 to 83 Mean Length of Time as a PLC = 2.5 years October 25, 2006 1:00 PM Teresa Ann Hughes 18
Slide 19: Major Findings Research Question 1 Correlation Between Total PLC Score on Instrument and Years as a PLC r = .347, p = .005, (p < .01) October 25, 2006 1:00 PM Teresa Ann Hughes 19
Slide 20: Review of Literature Research Question 1 Lezotte (1997) - The best way to build this broad-based commitment to the goals and strategies is through involvement of the staff and administrators. Eaker, DuFour, & DuFour (2002) - In a professional learning community, collaboration is embedded into every aspect of the school culture. Every major decision related to the learning mission is made through collaborative processes. October 25, 2006 1:00 PM Teresa Ann Hughes 20
Slide 21: Review of Literature Research Question 1 Gale (1997) - For change to be sustained, it is essential that those in authority support the change and those at the site of change must be involved in decisions regarding the change. Twadell (2006) - The seeds of change in our departmental culture were planted when teachers worked together to develop a shared vision of the department they hoped to become and the students they hoped to shape. October 25, 2006 1:00 PM Teresa Ann Hughes 21
Slide 22: Review of Literature Research Question 1 DuFour and Eaker (1998) - Teachers in professional learning communities recognize that teaching has not occurred until learning has occurred, and they act accordingly. Hinman (2006) - Collaboration and collective inquiry are essential to the PLC concept, but only if teachers remain focused on the right issues. October 25, 2006 1:00 PM Teresa Ann Hughes 22
Slide 23: Review of Literature Research Question 1 Muhammad (2006) - They recognize students cannot continually learn at higher levels unless educators are continually developing their capacity to meet the needs of students. Eaker, DuFour & DuFour (2002), Members of a PLC are not ‘invited’ to work with colleagues: they are called upon to be contributing members of a collective effort to improve the school’s capacity to help all students learn at high levels. October 25, 2006 1:00 PM Teresa Ann Hughes 23
Slide 24: Major Findings Research Question 2 Is there a relationship between student achievement, based on change in Mathematics Texas Assessment of Knowledge and Skills (TAKS) scores, and the degree to which the principals report that the school is functioning as a professional learning community? 24 October 25, 2006 1:00 PM Teresa Ann Hughes
Slide 25: Major Findings Research Question 2 Change in Mathematics TAKS Scores 2004-2005 Freq. Decrease 2005-2006 Freq. 38 26 % 59.4 40.6 2004-2006 Freq 6 58 % 9.4 90.6 25 % 14.1 85.9 9 55 Increase October 25, 2006 1:00 PM Teresa Ann Hughes
Slide 26: Major Findings Research Question 2 Pearson’s “r” for the total PLC score and each indicator as they relate to Mathematics TAKS scores were not significant for any of the school years. The null hypotheses was not rejected. Stepwise multiple regression analysis was not calculated. October 25, 2006 1:00 PM Teresa Ann Hughes 26
Slide 27: Major Findings Research Question 3 Is there a relationship between student achievement, based on change in Reading/English Language Arts Texas Assessment of Knowledge and Skills (TAKS) scores, and the degree to which the principals report that the school is functioning as a professional learning community? October 25, 2006 1:00 PM Teresa Ann Hughes 27
Slide 28: Major Findings Research Question 3 Change in Reading/English Language Arts TAKS Scores 2004-2005 Freq. Decrease 2005-2006 Freq. 1 63 % 1.6 98.4 2004-2006 Freq 1 63 % 1.6 98.4 28 % 43.7 56.3 28 36 Increase October 25, 2006 1:00 PM Teresa Ann Hughes
Slide 29: Major Findings Research Question 3 For the 2004 and 2005 school years, Indicator 2 (Undeviating focus on student learning): r = .289, p = .021 (p < .05) Indicator 5 (Conditions and capacities support the learning community school): r = .252, p = .045 (p < .05) Teresa Ann Hughes 29 October 25, 2006 1:00 PM
Slide 30: Major Findings Research Question 3 Stepwise Multiple Regression Analysis Excluded Variables Sig. Partial Correlation Total Score: .789 -.034 Indicator 1: .629 -.062 Indicator 3: .601 -.067 Indicator 4: .301 -.132 Indicator 5: .434 .100 The null hypotheses was not rejected. October 25, 2006 1:00 PM Teresa Ann Hughes 30
Slide 31: Review of Literature Research Questions 2 & 3 Descriptive Statistics Muhammad (2006) - A school that lagged far behind state averages had surpassed the state and eliminated the achievement gap. This transformation occurred, not because of an influx of better, brighter students, but because of the increased capacity, skill, and confidence of the staff. Thompson, Gregg & Niska (2004) - In the area of student learning, every principal said that they felt students were learning in their school and they know this by looking at various assessments, i.e. test scores, student work, and portfolios. October 25, 2006 1:00 PM Teresa Ann Hughes 31
Slide 32: Review of Literature Research Questions 2 & 3 Correlational Statistics Schools could be implementing other initiatives. Hatch (2000) refers to this excess of initiatives as “multiple innovations colliding.” October 25, 2006 1:00 PM Teresa Ann Hughes 32
Slide 33: Review of Literature Research Questions 2 & 3 Correlational Statistics Time as a PLC = 2.5 years Fullan (2000) - It takes about three years to achieve successful change in student performance in an elementary school. Depending on size, it takes about six years to do so in a secondary school. October 25, 2006 1:00 PM Teresa Ann Hughes 33
Slide 34: Conclusion It can be concluded that while there are significant increases in all TAKS scores, the results from the instrument can not be used to predict change in TAKS scores. Therefore, it cannot be concluded that professional learning communities impact student achievement and it cannot be concluded that they do not impact student achievement. October 25, 2006 1:00 PM Teresa Ann Hughes 34
Slide 35: Recommendations  Principals should follow professional learning communities over the next few years to document further progress. Principals should continue participating democratically with teachers sharing power, authority, and decision making. Principals should continue working to share visions for school improvement that have an undeviating focus on student learning and are consistently referenced for the staff’s work. Teresa Ann Hughes 35   October 25, 2006 1:00 PM
Slide 36: Recommendations  Principals should continue to support the staff’s collective learning and application of the learning to address student needs. Principals should implement peer reviews and peers providing feedback based on observing each other’s classrooms in order to increase individual and organizational capacity. Principals should continue to support the school’s arrangement as a professional learning community.   October 25, 2006 1:00 PM Teresa Ann Hughes 36
Slide 37: Recommendations for Further Study  A study could be conducted to compare schools functioning as professional learning communities with schools not functioning as professional learning communities to determine if student achievement is impacted. A study could be conducted to determine if a relationship exists between the number of years schools are professional learning communities and student achievement. Teresa Ann Hughes 37  October 25, 2006 1:00 PM
Slide 38: Recommendations for Further Study  A study could be conducted to compare professional learning community schools with similar demographics to determine if student achievement is impacted. Schools could be identified by the campus group with which they are assigned. A study could be conducted that includes both elementary and middle schools. This study only included high schools. A study could be conducted where both principals and teachers are surveyed and interviewed to determine the perceptions of their schools as professional learning communities. Teresa Ann Hughes 38   October 25, 2006 1:00 PM
Slide 39: Recommendations for Further Study  A study could be conducted with a different instrument that addresses the differences in the respondent’s mind between what should be present for a professional learning community to exist and what actually is occurring on the respondent’s campus. A study could be conducted with a different instrument that has a wider range of choices within a Likert-type scale. This would provide a greater potential variance for each variable so that true differences would emerge during inferential statistical analysis.  October 25, 2006 1:00 PM Teresa Ann Hughes 39
Slide 40: The Relationship Between Professional Learning Communities and Student Achievement in High Schools A Dissertation Defense by Teresa Ann Hughes October 25, 2006 1:00 PM Teresa Ann Hughes 40 P