Enhancing Data-Driven Pedagogical Expertise for Reading Instruction Among English I Educators

This dissertation explores the impact of a targeted professional learning intervention program on 9th-grade English I teachers' instructional planning, pedagogical thinking, and ability to implement differentiated instructional practices. The study examines how participation in a Professional Learning Community (PLC)-centered collaborative data analysis process influences teachers' instructional approaches, particularly in addressing the needs of economically disadvantaged and culturally diverse students. The research draws on quantitative and qualitative data collected through pre- and post-intervention surveys, PLC meeting notes, and continuous observations throughout the intervention. The findings reveal how focused professional development enhances teachers' pedagogical flexibility and their perceptions of efficacy in managing diverse learning needs. Post-study results demonstrated an increase in teachers' confidence in interpreting student data, with an average rating rising from 3.17 to 4.2 on a 5-point scale. Additionally, collaboration within PLCs improved significantly, with frequency ratings increasing from 1.83 in Phase 1 to 3.8 post-intervention. Teachers also reported greater consistency in revising instructional plans based on PLC discussions, with ratings rising from 3.5 to 4.0. Additionally, the study contributes to the growing body of research on the role of collaborative professional learning in strengthening instructional practices in secondary education.