Investigating the Impact of a Professional Learning Community (PLC) of a High School’s Core Academics and Career Technology Education (CTE) Teachers in the Implementation of Project-Based Learning (PBL) Coupled with Cross curriculum Blended Learning

In schools’ instructional strategies are sometimes broken into five types: direct, indirect, experimental, interactive, and independent, depending on the course of study. In Career and Technology Education (CTE), project-based learning (PBL) instruction allows students to develop knowledge and skills through engaging projects or around challenges and problems they may have in the real-world workforce. Savory (2006) defines PBL as an instructional (and curricular) learner-centered approach that empowers learners to research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. In the core curriculum, more data-driven instruction and project-based learning are forms of deeper learning for students to engage in the curriculum. Deeper learning is cultivated by engaging students with grade-level work that is relevant, real-world, and interactive. It participates in the emergence of the intersection of mastery identity and creativity and uses the 4Cs: critical thinking, communication, collaboration, and critical thinking. Deeper learning extends well beyond just being an antidote to boredom. Embracing this fuller, more engaged approach to learning is possibly one of the most influential and productive ways to avoid insignificant barriers to students succeeding in school and life (Martinez & McGrath, 2014, Pg. 57). What was once termed vocational education, which prepared students for entry-level jobs that often did not require any further education or training, is now career and technical education, which is Texas Tech University, Jennifer Jeter, 2024 6 constantly evolving to meet the needs of employers and the global workforce. CTE curricula immerse students in the rigor needed to compete in college and the workforce, delivering content in a relevant, applied format that simulates the workplace. Critical thinking, problem-solving, communication, and collaboration skills are integral to these curricula and indispensable traits in the STEM field (Cannon, et al., 2015, p. 29). “Concerns about how to strengthen our economy, as well as complaints from employers that too many students graduate from college without the knowledge and skills needed to fill jobs, have sparked a renewed interest in CTE” (Stone, 2014, p.5). Secondary high schools need to better align with the demands of the 21st-century workforce through curriculum, instruction, and teacher collaboration to prepare students for post-secondary success. CTE courses can count as academic credit for high school graduation in Texas. The Texas Education Agency (TEA) recognizes the value of CTE programs in preparing students for college and career pathways. CTE courses equip students with practical skills and knowledge in various career fields. Academic math and science are two options for students in CTE programs to earn academic credit in health science, information technology, engineering, and business finance. Therefore, enhancing the instructional strategies in the CTE and educational courses and providing intervention programs in professional learning communities (PLC) in cross-collaboration between the two departments would increase students’ deeper learning. “The best strategy for improving schools and districts is developing the collective capacity of educators to function as members of a professional learning community” (DuFour & Marzano, 2011, p.21). This study will examine how teachers collaborate in professional learning communities to strengthen their instructional strategies through project-based learning. CTE teachers working in collaborative teams and research supports the belief that working within a collaborative team is one of the best Texas Tech University, Jennifer Jeter, 2024 7 forms of professional learning for teachers because it “promotes achievement, positive interpersonal relationships, social support, and self-esteem” (Hattie, 2009, p. 213).