Degree Date

12-2017

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Linell Monson-Lasswell

Second Advisor

Elizabeth Minor

Abstract

This paper follows a program evaluation conducted at Hamlin Middle School. It begins with the premise that the Modes of Professional Learning function somewhat independently of each other and therefore, Hamlin Middle School fails to function of a learning system. The goal of the research is to establish a set of structures that leverages each of the four modes to their greatest advantage. The methodology is mixed method, utilizing quantitative results from the Illinois 5Essential Survey and qualitative data gathered during focus groups that convened to discuss the survey data. Results suggested that a) a culture of compliance negatively impacts collective responsibility and school commitment, b) perceptions of peer competence impact teacher-teacher trust, c) common teacher plan time is critical to learning systems, d) new standards documents have necessitated significant teacher professional learning, which teachers perceive might lead to burnout. The paper concludes with strategies and actions for strengthening the learning system at Hamlin Middle School.

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