Developing Science Teachers' Vision of Coherence Through Vertical Professional Learning Communities

ABSTRACT This study examines the role of Vertical Professional Learning Communities (V‐PLCs) in fostering a coherent vision of reform‐based science teaching among K‐12 educators across grade bands. We designed V‐PLCs to address the challenges of fragmented instructional practices by promoting coherence across grade‐levels. We examined how V‐PLCs might create opportunities for teacher learning that contribute to horizontal, vertical, and developmental coherence in schools. Participants included 37 teachers from five diverse school districts engaged in a two‐year collaborative professional learning experience. Through our analysis of the qualitative data generated from reflection forms, surveys, narrative vignettes, and videos of teacher meetings, we identified three key themes: (1) building horizontal coherence by aligning and refining instruction to reform‐based science teaching, (2) building vertical coherence by establishing shared goals, practices, and responsibility, and (3) building developmental coherence by deepening teachers' understanding of student learning trajectories. Our findings highlight the potential of V‐PLCs to break down grade‐level silos, promote shared accountability, and enhance pedagogical coherence in science education. This study demonstrates how V‐PLCs can serve as a powerful model for advancing systemic coherence in science education reform.