03/05/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Jayson A. Ramalho on “Transforming Tier II Social-Emotional Support Systems: Strengthening Educator Efficacy and Capacity through Professional Learning Communities"

Candidate: Jayson A. Ramalho
Degree: Doctoral- Leadership in Schooling
Defense Date: Tuesday, March 18, 2025
Time: 2 p.m.
Location: Remote Zoom link
Thesis/Dissertation Title: Transforming Tier II Social-Emotional Support Systems: Strengthening Educator Efficacy and Capacity through Professional Learning Communities

Dissertation Committee
Dissertation Committee Chair: Colleen E. Tapley, Ed.D., Assistant Teaching Faculty, Curriculum and Instruction, School of Education, University of Massachusetts at Lowell
Dissertation Committee Member: Iman C. Chahine, Ph.D., Professor, School of Education, University of Massachusetts at Lowell
Dissertation Committee Member: Phitsamay S. Uy, Ed.D., Associate Professor, Leadership in Schooling, School of Education, University of Massachusetts at Lowell

Abstract:
The growing mental health crisis among children and youth has created unprecedented challenges for educators striving to meet students' social-emotional needs. This dissertation in practice, addresses inconsistencies in staff beliefs, attitudes, and knowledge regarding Tier II social-emotional learning (SEL) systems at an elementary school, where referrals exceeded 20% of the student population (2021-2023) and disproportionately affected students with disabilities. A six-week intervention was implemented and transformed the existing Tier II team into a professional learning community (PLC) with 16 diverse members. The concurrent mixed-methods study measured changes in members' sense of efficacy through pre-post scales while exploring their perceptions of supporting their colleagues through reflective journals and semi-structured interviews. Quantitative results revealed an 8% overall increase in members' sense of efficacy. Four themes emerged: (1) members experienced increased awareness, validation, and new knowledge through collaborative inquiry, (2) members progressed from initial uncertainty to increased confidence in supporting colleagues, (3) members deeply valued the collaborative environment, and (4) the PLC served as a transformative space for teacher leadership development. The study demonstrated that when educators engage in structured collaborative learning focused on SEL content, their efficacy increases, and their capacity to support colleagues is enhanced. While results were promising, challenges emerged when members confronted varying beliefs about SEL. Recommendations include implementing enhanced PLC models with hands-on support, restructuring Tier II team meetings, adding collaboration time, and providing SEL coaching. This research advances how schools can leverage expertise while building sustainable leadership capacity.