A program evaluation of the effects of plcs on direct interactive instruction

Increased student achievement is the goal of all educators, and to that end, teachers must engage in professional development so that they are introduced to new strategies. Moreover, these professional development offerings must be sustained with a follow-up plan that allows teachers to practice strategies and reflect and collaborate with colleagues on the effectiveness of these strategies in the context of the school. Professional learning communities (PLCs) allow teachers to meet in grade level groups to discuss how new strategies are working and devise action plans to continue using these strategies. The goal of this study was to conduct a program evaluation of the effect of PLCs on the staff development of Direct Interactive Instruction (DII) in a small suburban school district. The question guiding the study asked how structured PLCs contribute to the sustainability of the staff development program known as DII. This question was examined through the lens of social constructivism and Schon's theory of reflective learning. The evaluation was goal-based and qualitative methods were used. Data were collected through interviews and surveys from a purposeful sample of 52 participants at the elementary, middle, and high school level. Constant comparative analysis guided by Creswell's stages of data analysis was used to establish codes and subsequent themes. According to the results of the evaluation, teachers in District A found the collaborative nature of PLCs to be effective in sustaining DII in their classrooms. The tenets of social constructivism and reflective learning inspired professional conversations that translated into improved classroom practice. This study has implications for social change as skilled teachers who engage in reflection and collaboration with colleagues will improve student achievement.