Evaluation of Impacting Student Math I Outcomes through

Professional Learning Communities in a Rural, High-Needs School

Jenny O Meara, NCSU Northeast Leadership Academy

Problem of Practice

Results

Math I PLC in action

Recommendations
Overall
Continue PLCs and expand them beyond EOC
courses. Train all teachers on PLCs and create
time for new PLCs to meet in media center all
at once so that leadership can provide
feedback and support.

Background and Purpose

The NVHS Leadership Team believes that:
when teachers collaboratively use data to
inform instructional decisions, student
outcomes improve.
when teachers receive frequent feedback
and professional development,
instructional practice improves.

PLCs & Data Use

Evaluation Questions &

Data Sources
Data sources used for program evaluation
included:
Teacher Surveys
Teacher Interviews
Observational Data
PLC Agendas & Minutes
Walkthrough Feedback
Teacher survey
Tracker

Teacher
Interviews

Scan the
URL code
to watch
a short
video of
teacher
interviews
.

Train teachers on and model the effective

use of data to drive PLCs.
Select templates to focus data
conversations.
Seek frequent feedback from teachers.
Identify ways to measure student growth.

Learning Walks & Feedback

Teacher Survey Results

Reflection

Conduct a book study on coaching

teachers.
Create and test a system for observations
that includes in-person debriefs.
Conduct learning walks with groups of
teachers.

Schedule
Stay focused
during
planning
stage.

Math I teacher supporting his students

in mastering difficult concepts.

Begin with the

end in mind.
Plan what data
you will collect
with a timeline.

Seek feedback
from stakeholders
at the start and
throughout
implementation.

Include in master schedule six Math I

teachers.
Create smaller teams within the overall PLC
through common planning.
Keep Math I classes under 20 students