The Impact of Developing the Instructional Capacity of Administrators and Teachers with Data-Driven PLCs in Schools of Highly Populated Minoritized Students

This dissertation addresses the impact of a targeted professional learning intervention program on tenth grade English II teachers’ instructional planning. The study examines how the utilization of Professional Learning Communities (PLCs) impacts the instructional planning when authentic data teaming, culturally relevant teaching strategies, and pedagogical thinking are implemented, particularly in addressing the needs of minoritized students. The study analyzes qualitative data collected through pre- and post-surveys/interviews, PLC meeting notes, and notes from the observation and feedback walk throughs. The findings revealed the targeted professional learning intervention program positively influences teachers’ pedagogical practices. by becoming more reflective. The collaboration within PLCs prompted an increase in teacher efficacy and capacity in instructional planning and decision making. The teachers engaged in deeper reflection on student learning, which led to intentional changes in planning of lessons and instructional activities. The findings also highlighted that when culturally responsive teaching strategies were utilized, teachers observed an increase in student engagement in the classroom. Additionally, this study contributes to the current research on the importance of collaborative professional learning in building teachers’ efficacy and instructional planning.