Connecting Differentiated Professional Development to School Improvement Goals

Autor/in	Branco, Mark W.
Titel	Connecting Differentiated Professional Development to School Improvement Goals
Quelle	(2013), (116 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-9480-6
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Middle School Teachers; Middle Schools; Individualized Instruction; Educational Improvement; Educational Objectives; Goal Orientation; Small Schools; Suburban Schools; Teacher Attitudes; Program Implementation; Program Effectiveness; Teacher Surveys; Focus Groups; Capacity Building; Program Evaluation; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Individualisierender Unterricht; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; School; Schools; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Lehrerverhalten; Programme evaluation; Programmevaluation; Master-Studiengang
Abstract	Research and practical experience has shown that, more often than not, the professional development opportunities that are provided for teachers are not intentionally structured to meet their individual needs nor do they have a systemic impact on the knowledge base and skill sets of an entire faculty. Furthermore, the continuous pressure that schools face to raise standards and improve performance requires educational leaders to develop and implement school improvement strategies that will lead to increased student achievement. This problem of practice was explored through a qualitative program evaluation of a site-based, differentiated professional development model that is aligned with school improvement goals. This program was implemented at a small, suburban middle school in central Massachusetts. The professional development offerings were differentiated by delivery method, included on-site and off-site sessions, and provided teachers with opportunities to participate in the design of, or make choices related to, their own professional development. This study focused on the participants' perceptions of the development, implementation, and impact of the program as well as its utility as a program for individual growth and continuous school improvement. Data was collected through an end of year survey and focus group. The findings of this study suggest that that this type of professional development model is useful in that it should lead to organizational improvement and capacity building. Additionally, this study revealed four specific components that, when included in a professional development model, can effectively contribute to the professional growth of teachers. [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	2020/1/01