Instilling PLC Culture: Meeting Foundational Literacy Needs of Minority Students Post COVID-19 Pandemic

This design based school improvement study was designed to gain understanding of the lived experiences of teachers in the primary grade levels and the impact of those experiences on their own teacher efficacy in the area of teaching foundational literacy skills. The purpose of this research was to provide insight into the needs of K-2 educators to ensure continued growth of teacher efficacy in the post COVID-19 educational environment through PLCs. A dive into current educational research related to the impact of PLCs provided an extensive depth of knowledge regarding current research in this area. Through the lens of transformational leadership, triangulation was made between literature, professional learning, and campus data points to further address the need for future professional development. This methodology allowed for a transformational intervention plan and perspectives to be put in place that educated leaders and researchers. This research study provided future researchers and leaders with information to understand the experiences of teachers in the years following the COVID-19 pandemic of 2020 and the impact of their experiences on the teaching of foundational literacy skills with African American and Hispanic students.