An Investigation of the Professional Development Lived Experiences That Resulted in School Improvement

Autor/in	Williams, Michelle J.
Titel	An Investigation of the Professional Development Lived Experiences That Resulted in School Improvement
Quelle	(2022), (133 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sage Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-2684-8
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Educational Improvement; Teaching Methods; Educational Practices; Data Analysis; Meetings; Curriculum Development; Instructional Leadership; Social Emotional Learning; Academic Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Auswertung; Meeting; Tagung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instruction; Leadership; Bildung; Erziehung; Führung; Schulleistung
Abstract	Understanding professional development is a key component in ensuring school improvement. This study examines the professional development experiences of 16 school leaders and staff members in the Northeast Region of the United States. This qualitative grounded theory study investigates the type of professional development experiences that result in school improvement. The literature revealed that professional development is a learning environment that enhances teaching practices and helps students reach their full potential (Elmore, 2002). Furthermore, the researcher connects the Learning Organization Framework of Peter Senge and its elements to the structure continuous professional development should play in schools. The study isolated several key findings, including the need for continuous professional development in schools that support teacher and student learning. Teachers must engage in collaborative meetings/team meetings to share instructional practices to improve the school. This study examined the professional development experiences of 16 school leaders and staff members in the Northeast Region of the United States. Using the ZOOM virtual conferencing platform, the researcher developed and utilized an interview protocol consisting of 12 open-ended questions. Participants described their experiences with professional development. Results showed that school leaders, teacher leaders, coaches, and teachers perceived professional development to be vital to school improvement by helping to improve participants' teaching practices with pedagogical practices, looking at data, collaborative meetings/teacher teams, and input in curricular decisions. They also detailed varied professional development experiences, highlighting lab sites, opportunities for collaboration, teacher lead professional development, and the benefit of building relationships. Teachers and coaches discussed the benefits of having a flexible school leader willing to pivot to support the needs of all stakeholders. Participants also revealed how their experiences with professional development aided students' social-emotional and academic success. Furthermore, they shared their desire for more continuous structured professional development. This study concluded with recommendations connected to policy, practice, and future research focused on professional development and its impact on school improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01