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Abstract
This action research study was conducted at Summerhill Prep Academy, a high-needs Title I elementary school in the southeastern United States and focused on the impact of professional learning communities (PLCs) on instructional capacity and teacher collective efficacy. The research, grounded in Albert Bandura's social cognitive theory, explored the role of school leaders in developing collaborative planning structures, the effects of collaborative planning on instructional strategies, and teachers' perceptions of their ability to implement collaborative planning structures through collective efficacy. Using a triangulation of data collection methods, including surveys, interviews, focus group discussions, collaborative planning observations, researcher reflections, and artifact analysis, the study engaged novice and veteran teachers in small group PLCs led by instructional coaches, the lead mentor, and the researcher. The study contributes to understanding how collaborative teacher development can benefit diverse grade-level teams in high-needs schools, potentially impacting student outcomes and school improvement efforts.