ÃÛÌÒÊÓƵ

My research agenda focuses on professional learning communities (PLCs), teacher collective efficacy (TCE), and the leadership conditions that support effective and sustainable collaborative practices in K–12 schools. A central strand of my scholarship examines the relationship between PLC effectiveness and collective efficacy, including how specific dimensions of PLCs contribute to teachers’ shared beliefs in their capacity to positively influence student learning. My work also investigates the role of campus and district leadership in developing, supporting, and sustaining high-functioning collaborative teams. This research has examined principal leadership behaviors, district-level support, instructional coaching, and differences between high- and less well-functioning PLC teams. More recently, my scholarship has expanded to examine teacher retention and turnover and the organizational and leadership conditions that influence teachers’ decisions to remain in the profession.

A complementary strand of my research examines leadership development and the preparation of educational leaders, including the use of immersive simulations to strengthen leadership self-efficacy and the capacity to facilitate effective PLCs. Across these areas, my scholarship is grounded in the broader goal of understanding how leadership, collaboration, and collective efficacy can strengthen schools and improve organizational capacity. My current research continues this agenda through studies of PLC sustainability in secondary schools and systematic and empirical investigations of the relationships among PLC dimensions, leadership, and school-level teacher collective efficacy.