Fall 9-10-2016



Degree Name


Primary Advisor/Dissertation Chair

Jason Miller

Secondary Advisor/Reader One

Brad Sanderson

Peer-Reviewer/Reader Two

Jim Souhan


The research question addressed in this capstone was, are characteristics of a PLC guiding student achievement? The inspiration for this capstone was sparked by an unexplainable anomaly within a school district's MCA performance data between schools within their district and an intense interest in a DuFour’s research addressing professional learning communities. The author of this case-study style research looked to examine if characteristics of a PLC can be present and guide student performance without a fully functioning and formal PLC school-wide structure. This study documents that singular aspects of a PLC can guide student achievement and likens a co-taught classroom structure to a small and efficient PLC structure. This capstone also addresses the history of education reform and the common missteps of trying to initially implement a PLC structure.

Research Methodology

Case Study


Reflective Practice, Staff Development, Teachers/ Teaching, Professional Learning Communities

Included in

Education Commons