2024 Doctoral Capstone Projects

The Kiski Area School District has faced persistent challenges with low achievement on state standardized mathematics tests, particularly in grades five (5) and six (6). During the 2021-2022 academic year, 5th-grade math scores exhibited the most significant decline within the 3rd through 8th-grade band, showing a 37% decrease in proficiency from 4th to 5th grade. This trend was also observed statewide among participants in the Pennsylvania System of School Assessment (PSSA) exams, which saw a 6.9% decrease in proficiency from 4th to 5th grade for the 2022 testing period. Despite substantial efforts over the past five years to improve mid-level mathematics achievement, the district's results have remained minimal. This study aimed to identify effective strategies employed by high-achieving schools to enhance mathematics proficiency among 5th graders, especially those with learning disabilities and from economically disadvantaged backgrounds. Utilizing quantitative data from the Pennsylvania Department of Education (PDE), three high-performing schools with at least a 60% proficiency rate on the 5th-grade mathematics PSSAs and a minimum of 20% economically disadvantaged students were selected. Qualitative data was then gathered through semi-structured interviews with school leaders to uncover the methods and processes that contribute to their success. The interviews revealed three key themes critical to improving student achievement in mid-level mathematics: the implementation of a guaranteed and viable curriculum aligned with state standards, a comprehensive assessment system that allows for early identification and remediation of learning deficiencies, and effective communication strategies to engage families in supporting their child's academic progress. These findings suggest that a strategic focus on curriculum alignment, assessment, and family involvement can have a significant impact on mathematical achievement.

The purpose of this mixed methods study was to gain insight into teachers’ perceptions related to Professional Learning Communities (PLCs). In addition, the study aimed to show alignment between teachers’ perceptions of the levels of implementation as compared to the administrative team and instructional coaching teams’ perception of implementation. Finally, this research gathered information about resources that were needed to sustain or continue to grow Professional Learning Communities. The results of this study showed that PLCs do have an impact on teaching and learning, and teachers, administrators, and instructional coaches are in alignment about the levels of implementation and needed resources to enhance or sustain PLCs.

Stability in educational leadership plays a crucial role in the success of K-12 public schools. Ensuring the retention of school leaders requires robust support systems that enhance leadership skills and self-efficacy. This research study investigated the effect of individualized leadership coaching on self-efficacy among school leaders, focusing on principals and assistant principals in the Franklin Regional School District. Employing a mixed-methods approach, the study utilized both qualitative and quantitative survey instruments to assess self-efficacy perceptions before and after the coaching intervention. The research encompassed six building-level leaders and analyzed shifts in self-efficacy linked to coaching sessions. The findings revealed modest changes in self-efficacy scores between the pre- and post-coaching assessments. Data triangulation concerning the length of service, frequency of coaching sessions, and coach choice did not significantly influence self-efficacy outcomes. The study examined whether a series of coaching sessions would impact the self-efficacy levels of school leaders: additionally ,it explored which specific self-efficacy domains were affected by coaching. The results were inconclusive, indicating a need for further research. Future studies may benefit from utilizing a more comprehensive self-efficacy measure and extending the duration of coaching interventions. The implications of this research extend to the development of a structured, supportive coaching program within the Franklin Regional School District. Targeted coaching aimed at enhancing skills such as capacity building. ,vision development, and fostering a culture of connectedness is anticipated to yield significant benefits for the district's leadership stability and overall school success.