Implementation of Professional Learning Communities to Enhance Science, Technology, Engineering, and Mathematics Instruction in a Large Southern Public School District

Strategic Assessment of a Large Southern Public School District. Souvenise Macajoux, 2025: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: accreditation, diversity, English language learners, exceptional student education, free and reduced-price lunch program, inclusion This strategic research project was designed to enhance science, technology, engineering, and mathematics instruction within a K-12 public school district by leveraging the implementation of a professional learning community as a strategy for continuous professional development. Despite the district’s longstanding accreditation and strong academic performance, challenges with shifting demographics, under-enrollment, and achievement gaps were relevant. This project applied a comprehensive research approach including strengths, weaknesses, opportunities, and threats (SWOT) analysis, internal and external factor evaluations, and the use of a Quantitative Strategic Planning Matrix to identify gaps and opportunities for instructional improvement. Four solution possibilities were considered including professional development, curriculum enhancement, community partnerships, and integrating student voices. Professional development was selected as the preferred strategy with a professional learning community being the ideal tool to foster collaboration, improve instruction, and emphasize continuous professional growth. The action plan created for this project provides a structured approach for the implementation of professional learning communities across the school district that will be supported by leadership development, stakeholder engagement, and effective resource allocation. Identified evaluation strategies include key performance metrics connected to both student achievement and educator feedback loops. Overall, this project contributes to the field by demonstrating how strategic planning and collaborative professional learning communities can address systemic educational inequities and improve instructional outcomes. Recommendations for future research include focusing on different professional learning community frameworks and evaluation models to ensure the effectiveness and impact of professional development is as intended.