Leveraging Teacher Collective Efficacy in Professional Learning Communities to Increase Student Achievement of Special Education Students

This action research study investigates the impact of design-based interventions: Professional Learning Communities (PLC), targeted and specific professional development and data-driven instructional plans have on increasing Collective Teacher Efficacy (CTE) for special education students in an early childhood campus. This study was driven by the following research questions: In what ways can targeted professional development in a growth mindset, engaging in meaningful collaborative Professional Learning Communities (PLC), and data-driven instructional plans impact teachers’ beliefs about their ability to improve the achievement of special education students? What are the lived experiences of teachers building Collective Teacher Efficacy (CTE) through Professional Learning Communities (PLC) engaging in professional development focused on a growth mindset, collective teacher efficacy, and data-driven instructional practices for Special Education students? Specific and supported professional development on growth mindset, collaborative PLCs that focus on identifying students' needs, and data-driven instructional plans to meet the needs of Special Education (SE) students are critical to strengthening Collective Teacher Efficacy (CTE). Focusing on the identified change drivers and using the multiple sources of CTE, the participants in the study identified and fostered a more profound belief in their abilities to be changemakers in PLCs and support colleagues in building CTE for special education students. The long-term goal of this study and the interventions designed is to close the gaps in academic growth for special education students by changing adult beliefs and practices for special education students that, in turn, cultivate Collective Teacher Efficacy.