Date Approved
7-21-2015
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Reading Education
Department
Language, Literacy, and Special Education
College
College of Education
Advisor
Browne, Susan
Subject(s)
Professional learning communities; Employees--Coaching of
Disciplines
Elementary and Middle and Secondary Education Administration
Abstract
What effect does cognitive coaching have on the work of a professional learning community? Professional Learning Communities (PLCs) in my district can be unfocused and unproductive. This may be due to the lack of collaboration and a culture of isolation among staff within the district. Self-reflection in the form of Cognitive Coaching may be one way to encourage colleagues to become more collaborative. If a culture of collaboration and support develops, this may have an effect on PLC meetings. The research portion of this study was conducted over a span of approximately six weeks. Methods for conducting this study included utilizing participant surveys, conducting three completed rounds of coaching (a preconference, lesson observation, and a post-conference.), observations during Professional Learning Community meetings, and the use of teacher reflection journals throughout the process. The results of this research showed overall positive changes in regard to study participants. I found that this study benefited the participants and the school by motivating staff members to become more reflective thinkers in order to change instructional practices, made participants more aware of the need for change in regard to PLC meetings and staff planning time, and began building confidence and trust.
Recommended Citation
Power, Ashley, "Culture of collaboration: professional learning communities and collaborative coaching" (2015). Theses and Dissertations. 339.
https://rdw.rowan.edu/etd/339
