Date of Award
4-2025
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities
Department
Education
School
School of Education and Human Services
Abstract
This qualitative study examined the experiences of ten elementary English Language Development (ELD) teachers in interdisciplinary Professional Learning Communities (PLCs) across the Twin Cities metro area. Although PLC teamwork improves student academic outcomes through collaboration and collective efficacy, ELD teachers often faced challenges integrating their language expertise into these structures, limiting their ability to address English Learner (EL) academic achievement and language growth. Guided by DuFour’s six elements of effective PLCs and Wenger’s Communities of Practice (CoP) theory, the study analyzed data from ten semi-structured interviews, teacher-submitted artifacts, and district guidance documents. Data were coded and thematically analyzed to explore three central research questions: 1) How do ELD teachers perceive their PLC roles? 2) What language expertise do they contribute? 3) How does their PLC participation address EL student achievement? Four significant findings emerged. ELD teachers reported experiencing role ambiguity within PLCs and feeling professionally isolated. However, when ELD teachers were elevated in their PLC roles, they contributed critical language expertise that supported EL student learning and general education teacher instructional growth. Findings indicate that strong collaboration, trust, and administrator support of ELD teachers positively influenced instructional growth and achievement. Findings also demonstrate that ELD teachers are tremendous language and instructional experts who advocate for EL instructional inclusion in PLC planning. The study concludes that leveraging ELD teacher expertise within PLCs requires intentional leadership focus on EL achievement, inclusive PLC structures, and committed instructional collaboration. Effective PLC practices, such as clearly defined ELD teacher roles and enhanced instructional collaboration, promote educational equity and achievement for ELs. The study includes recommended PLC practices for teachers, leaders, and policymakers, and suggestions for future research to continue building on the findings of this study.
Related Pillar(s)
Study
Recommended Citation
Robertson, Kristina, "Isolated, Accommodated, or Elevated? English Language Development Teachers in Professional Learning Communities" (2025). Theses & Dissertations. 218.
https://digitalcommons.molloy.edu/etd/218
