Examining the Influence of a PLC-based Intervention on the Local Adoption of the New Pennsylvania Science Standards via the Concerns Based Adoption Model

The Pennsylvania Department of Education recently adopted the new academic standards for Science, Technology & Engineering, and Environmental Literacy and Sustainability (STEELS). Scaling STEELS across the commonwealth is a challenging endeavor that depends upon local school districts' implementation of STEELS-based instruction. Therefore, it behooves local school districts to develop strategies supporting local STEELS adoption. The current action research study examined the influence of an intervention built around a Professional Learning Community (PLC) to support a local school district’s implementation of STEELS guided by the Concerns Based Adoption Model (CBAM; Hall & Hord, 2020). Four secondary science teachers from the Bellwood-Antis School District participated in a PLC. The implementation process of the PLC group was measured via the three diagnostic dimensions of CBAM: Innovation Configurations (IC), Stages of Concern (SoC), and Levels of Use (LoU). A concurrent mixed-methods action research design was employed to collect and analyze CBAM measures. The SoC dimension was measured quantitatively via the Stages of Concern Questionnaire. Individual scores were converted to a whole-group PLC SoC Profile for analysis. SoC, LoU, and IC dimensions were assessed qualitatively via semi-structured interviews. Meta-inferences were developed from combined data analysis of quantitative and qualitative data. A CBAM diagnosis for the PLC group was the primary outcome of this action research cycle, which indicated that the PLC members moved into the early phases of implementation during the intervention. Findings from the current cycle of action research informed an updated intervention game plan to be used in the next phase of implementation.