McDowelle, James O.Hales, Gary W.2017-06-012017-06-012017-052017-04-19May 2017http://hdl.handle.net/10342/6189The dissertation examines the effects professional learning communities can have on improving teacher retention in a high needs school. The goal is to positively impact teacher retention by emphasizing and encouraging professionalism. For the purpose of this study, professionalism is defined as providing teachers with the necessary structures and support to effectively transition teachers from isolated working environments to environments, which build school level support networks through collaborative, collegial interaction. Improvement science methodology was utilized to implement, structure, and support the professional learning communities. While improvement of teacher retention was the primary goal, a secondary goal was to also positively impact discipline and student achievement by providing a more positive, collaborative, and stable learning environment. Survey data was collected throughout the year, and North Carolina School Report Card Data was utilized to determine success of implementation. After one year of professional learning community implementation, data supported the positive impact on teacher retention in a high needs school. However, the secondary impact of improving student discipline and student achievement was not as successful after one year. A sustained, focused approach and continued training will be necessary to affect change to discipline and achievement and would require further study.application/pdfenProfessionalismSupport from PrincipalTeacher turnover--North Carolina--Goldsboro --PreventionMiddle school teachers--North Carolina--GoldsboroAcademic achievement--North Carolina--GoldsboroProfessional learning communities--North CarolinaCareer developmentEducational leadershipDoctoral Dissertation2017-05-30