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                                                        Rationale/Purpose 

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                                                        Rationale/Purpose 

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The purpose of this evaluation is to examine the effectiveness of Professional Learning Communities on an elementary population (kindergarten through fifth grade) in the West Chester Area School District. More specially, the evaluation will examine the impact that weekly PLC meetings have on student learning and achievement. There are endless ways PLCs can be implemented, and an evaluation of this initiative will examine both the strengths and weaknesses of the communities and provide useful information on the most beneficial and successful ways to implement PLC’s in an elementary setting.

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The primary stakeholders include all of the educators who participate in weekly PLC meetings. These individuals are: teachers, principals, reading specialists, instructional coaches, guidance counselors, school psychologists, curriculum supervisors and administrators, including the assistant superintendent and the district superintendent.

Secondary stakeholders include members of the West Chester Area School District School Board, West Chester Area School District teacher’s union (WCAEA), elementary students and their families.

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                  West Chester Area School District Professional Learning Communities

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                  West Chester Area School District Professional Learning Communities

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Lindsay Koch

Instructor: Dr. Kristen Betts

Assignment 3A

EDUC 804- Fall 2014

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                                            Introduction

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                                            Introduction

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In order to continuously improve both student achievement and teacher instruction, West Chester Area School District (WCASD) has developed a district-wide initiative that makes weekly PLC meetings mandatory. These weekly meetings support continuous and organized teacher learning and provide opportunities for professional growth.

The PLC initiative that is being implemented in WCASD offers teachers, administrators and other school employees ongoing opportunities to further their learning, enhance their instruction, share strategies and techniques, study student data and create achievable goals

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                                      Key Evaluation Questions

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                                      Key Evaluation Questions

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What is the effect on student learning as a result of PLCs?

In what ways do participating in PLCs impact teaching practice?

Does program participation lead to a change in school culture?

To what extent does the quality and quantity of PLC meetings increase student achievement?

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                                      Evaluation Matrix

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                                      Evaluation Matrix

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                                                                                               Program Description

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                                                                                               Program Description

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West Chester Area School District introduced PLC’s in June of 2014 and made PLC’s a mandatory requirement as of August 2014. The 2014-2015 school year is the pilot year of these learning communities. The evaluation will occur at the mid-point of the pilot year, January 2015. The reason for a mid-year evaluation is to monitor progress of the PLC initiative and evaluate the success to date. By gathering information mid year, as well as at the end of the year, more information will be available to evaluate the overall success of the initiative. PLC’s are a district wide initiative, however, this evaluation will examine the impact of PLC’s at an elementary level (K-5).

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                                                                        Logic Model

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                                                                        Logic Model