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Using Professional Learning Communities to Improve Learning and Achievement of Marginalized Students

Mon, April 20, 2:15 to 3:45pm, Virtual Room

Abstract

This qualitative study demonstrates the importance of understanding the dynamic roles of leaders (broadly defined) and educators, and their collective efforts to address the needs of historically marginalized students systematically through a district-wide policy. Using Professional Learning Communities as the mechanism for change, implementation of related structures and processes to create collaborative cultures and increase student learning and achievement resulted in differing experiences based on contextual nuances. Through the sociocultural and organizational learning theory lens themes were generated specific to power dynamics and professional responsibility, critical reflection and agency, and accountability demands. Implications for district policy, research, and practice are shared.

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