Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Kathleen M W Cunningham

Abstract

This Dissertation in Practice addresses inconsistent scoring and grading practices during Charleston CUSD1’s transition to a competency‑based education (CBE) system. Using improvement science, the study identified root causes, including varied teacher interpretations of proficiency scales, limited resources, and a lack of principal‑led structures for support and accountability. In response, the researcher and an improvement team designed and tested a principal protocol aimed at strengthening Professional Learning Communities (PLCs) as the primary mechanism for developing shared understanding and consistent grading practices. Through three Plan Do Study Act (PDSA) cycles, the protocol was refined for clarity, feasibility, and impact. Findings show that structured principal engagement would improve PLC coherence and support more reliable application of CBE grading expectations. A protocol alone cannot, however, improve the system without setting aside time for explicit principal learning and resource support. The study offers a scalable model for districts seeking to build leadership capacity, reduce grading variation, and implement CBE with greater fidelity.

Rights

© 2026, Kristen Ann Holly

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