Collaborative Coaching and Learning in Science (CCLS) An Effective Professional Learning Community Model
These claims characterizing the CCLS model and its impact are based on in-depth qualitative analysis of data collected from the start of the implementation of this strategy, in Years 2, 3, and 4 of the project, by BSP's external evaluators, and triangulated through numerous observations, surveys, focus group, and interviews related to the CCLS groups, facilitators, trainers, and planners.
• Observations:
24 observations of CCLS groups;
11 observations of CCLS facilitator training sessions
• Surveys:
46 from teachers involved with CCLS during Year 3
57 from teachers involved with CCLS during Year 4
• Interviews:
35 CCLS school-based facilitators (over 3 years)
21 school-based administrators (over 3 years)
4-5 science department staff responsible for implementing CCLS each year
Student achievement data and other teacher characteristics will be sorted according to participation in CCLS and other BSP strategies after the final year.
