Dissertation in practice: who teaches the teacher? increasing the literacy knowledge of teachers through formation of a professional learning community

Abstract

Teachers of students at the Skipping School are tasked with teaching their students to read while managing a host of complex emotions and behaviors that negatively impact the quantity and quality of their instruction. The purpose of this Action Research study was to examine and lessen existing barriers to effective reading instruction for teachers at the Skipping School. Seven teachers participated in semistructured interviews during Cycle 1 to determine existing barriers to reading instruction. Barriers to reading instruction included professional knowledge, use of curriculum, classroom structure, and differentiation. Action step activities, including the formation of a professional learning community (PLC), were designed, implemented, and evaluated in Cycle 2 to improve the professional knowledge of teachers at the Skipping School. Six teachers chose to participate in Cycle 2. Findings included the teachers' desire to learn, the importance of collaboration, and the continued persistence of challenges after the conclusion of the PLC. Recommendations for the organization included increasing opportunities for teachers to learn best practices for instruction, providing collaborative and ongoing professional development and, including teachers in the procuring of a high-quality reading curriculum.