Examining the Effectiveness of Interdisciplinary Professional Learning Communities in a Career and Technical High School Program

Conducted over a four-month period, this mixed methods single case study examined the effectiveness of interdisciplinary professional learning communities as a sustainable method of professional development to improve teacher instructional practice and self-efficacy. Career and technical education teachers entering teaching under alternative certification may lack classroom instructional experience, often feeling less confident and less prepared to implement evidence-based instructional practices that meet the needs of diverse learners. Traditional methods of professional development are insufficient to meet the needs of alternatively CTE teachers. This study sought to answer the following research questions: Does participation in an interdisciplinary PLC effect CTE teacher implementation of evidence-based instructional practices? What is the relationship between PLCs and participating teacher reported self-efficacy? The Professional Learning Communities Assessment Revised (PLCA-R) and the Teacher Sense of Efficacy Scale (TSES) were administered pre and post PLC implementation. Semi-structured teacher interviews, classroom observations and analysis of PLC documents including meeting minutes and evaluations formed the basis of qualitative data collection. Results indicated that CTE instructors' instructional practices and self-efficacy were improved through participation in PLCs when certain critical factors are in place.