University2Urban High School Partnership: Math and Science Professional Learning Communities mutindi ndunda College of Charleston Meta Van Sickle College of Charleston Lindsay Perry College of Charleston Alison Capelloni College of Charleston This study focused on science and math professional learning communities (PLCs) that were implemented through a university-urban high school partnership. These PLCs were part of mandated school-wide, content-based PLCs implemented as part of the reform efforts initiated in an urban school to address the school’s failure to meet Adequate Yearly Progress (AYP) for four years consecutively and low graduation rate (less than 25%) for male students. The key issues were (a) students had continually earned low test scores; (b) there was continuous principal turnover; (c) faculty morale was at an all-time low, and the quality of teaching was very poor; and (d) the students were not effectively disciplined. The study examined the impact that university faculty-led mandated PLCs have on teachers’ practices and students’ learning and achievement. Analysis of data revealed practices that were effective in developing and implementing these successful math and science PLCs. Three themes emerged: ethics of care, teacher agency, and aesthetics of professional interactions. Each theme contained key features that appeared to contribute to the implementation of a successful PLC. Background Historically, in the U.S. education may be viewed as waves of school reforms described as having the purpose of attaining excellence in student achievement and to bridge the achievement gap between minorities and their majority counterparts (Parker & Parker, 1995). One of these reforms was the revision of high school graduation criteria, which required students to take more mathematics and science courses resulting in a higher percentage of high-school graduates completing some advanced coursework in mathematics and science (National Center for Educational Statistics [NCES], 2004). Despite the increased enrollment in advanced-level mathematics and science courses, students in the United States, in comparison with students in other countries, continue to underperform on international standardized math and science assessments (Glenn, 2000; Program for International Student Assessment, 2012). However, in the lower grades, performance in math and science on international tests has shown an upward trend (Martin, Mullis, Foy, & Stanco, 2012; National Assessment of Educational Progress [NAEP], 2013). Despite these improvements, students in urban schools, who are predominantly Black and Hispanic, still perform below their counterparts in suburban schools, who are mostly White, Asian, and Pacific Islander (Goldberger & Bayerl, 2008; NAEP, 2013). The literature on school reform supports and encourages the use of Professional Learning Communities (PLCs) as a comprehensive reform initiative (Annenberg Institute for School Reform, 2004; Fulton & Britton, 2011). In a PLC, stakeholders (teachers, administrators, and parents) continuously seek and share learning to increase their effectiveness as they reflect on the impact of their actions with their students (Leo & Cowan, 2000). Professional Learning Community A growing body of literature shows that collaboration and teamwork practices within supportive PLCs have positive outcomes for teachers’ professional development (Fulton & Britton, 2011). Collaboration is critical to the development of PLCs in schools. However, opportunities for teachers to interact either within or outside school have been mostly sporadic and random (Maloney & Konza, 2011). PLCs facilitate the move from the traditional view of teachers from being isolated practitioners toward a collaborative, learning-centered model (Morrissey, 2000). Studies show that PLC embedded professional development approaches are effective in improving teaching and learning processes (Hord, 2008; Lutrick & Szabo, 2012). Five components that have been shown to be part of a successful PLC are: (a) shared values and visions, (b) shared and supportive leadership, (c) collective learning and application of learning, (d) supportive conditions, and (e) shared personal practice (Hord, 2008; Leo & Cowan, 2000). The shared values and visions involve an agreement by all stakeholders in the PLC about student needs. A 137 School Science and Mathematics