Date of Award

12-2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Michelle Whitacre

Second Advisor

Kristen Levin

Third Advisor

Emilie Johnson

Abstract

The study used the design thinking process to ground the work in empathy, allowing the researcher to determine teachers’ needs and create a working prototype to support teachers with understanding grade-level standards. The research examined how participating in a Professional Learning Community (PLC) could support teachers in using grade-level standards for instructional planning. The study was conducted online and included certified third-, fourth-, and fifth-grade teachers from three urban school districts in Missouri. The researcher facilitated the PLC, leading discussions and sharing resources and supports to deepen teachers’ understanding of grade-level standards. Data were collected using pre- and post-surveys, exit surveys after each meeting, lesson reflections, and interviews. Through qualitative data analysis, four themes emerged, indicating the positive impact the PLC had on teachers’ understanding of grade-level standards. Participants in the study began to understand how to determine mastery of grade-level standards, the progression of standards across the grade levels, and how to plan for student misconceptions. Participants reported that the PLC framework provided a supportive learning environment that enhanced their understanding of the grade-level standards. Overall, the study demonstrated the potential of PLCs to support teachers in understanding grade-level standards for instructional planning.

Research Highlights

  • The Problem: Certified elementary teachers in urban Missouri school districts lack the training and job-embedded support necessary to interpret grade-level standards and translate them into effective instructional planning and assessment. 

  • The Method: This design-based qualitative study utilized a four-week online Professional Learning Community (PLC) framework involving three teachers from third through fifth grade to practice "unpacking" standards using Missouri Department of Elementary and Secondary Education (MODESE) item specifications and depth of knowledge (DOK) charts. 

  • Quantitative Finding: Participant 3's feeling of preparedness in planning for student misconceptions increased from a score of 2 to 5 on a Likert scale; Participant 2's feeling of support in using grade-level standards for planning increased from a 2 to a 4; Participant 3’s feeling of support in using standards rose from a 3 to a 5. 

  • Qualitative Finding: Four major themes emerged regarding the impact of the PLC: increased ability to determine mastery of grade-level standards; improved understanding of vertical standard progression across grade levels; enhanced capacity to anticipate student misconceptions; and the creation of a supportive, collaborative learning environment.

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