Abstract
This study explores the impact of professional learning communities on student achievement in a small school setting. Aaron Hansen’s book, How to Develop PLCs for Singletons and Small Schools, offered a guide for arranging vertical, grade-level teams with one teacher per grade level at one private, K-8 school. The faculty engaged in high quality, effective professional development using PLC objectives and norms to analyze NEWA MAP data. They adapted instructional practices and implemented formative assessments to influence student growth in math and reading scores. Results indicate that the PLC training that took place between the Fall and Winter MAP testing cycles positively impacted student growth results from Winter to Spring tests. Research limitations are addressed in the discussion section.
DOI
10.15365/joce.2602022023
First Page
23
Last Page
49
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Mariani-Petroze, C. (2023). The Positive Impacts of a Professional Learning Community Model on Student Achievement in Small Schools. Journal of Catholic Education. https://doi.org/10.15365/joce.2602022023
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