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Tenured And Non Tenured Teacher Perceptions Of The Impact Of District Designed Professional Development Courses On Classroom Practice
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Book Synopsis Tenured and Non-tenured Teacher Perceptions of the Impact of District Designed Professional Development Courses on Classroom Practice by : Joan Wrobleski Whitman
Download or read book Tenured and Non-tenured Teacher Perceptions of the Impact of District Designed Professional Development Courses on Classroom Practice written by Joan Wrobleski Whitman and published by . This book was released on 2013 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designers of professional development training often presume that teachers are able to apply new concepts classroom practice, but fail to include teacher voice, provide systemic follow-up, collegial support, and evaluation (Guskey, 2002; Joyce & Calhoun, 2010; McAdams, 2007). The study investigated differences between new, non-tenured and experienced, tenured teacher perceptions of the impact of one or more graduate courses offered through a school district designed professional development program. Participation was voluntary for experienced teachers and mandatory for new teachers. The study also explored teacher perceptions of impact on classroom practice based on Guskey's (2000) Five Critical Levels of Professional Development Evaluation. This case study utilized mixed methods and included a researcher-generated survey and three focus groups. The sample was comprised of prek-12 teachers from a Midwest, urban school district. Teachers revealed their perceptions of impact on classroom practice by identifying one or more researcher-generated Impact Statements linked to each course. The study concluded that teachers perceived only one graduate course had a significant impact on classroom practice. Tenured teachers reported course topics and activities related to their learning needs but did not impact classroom practice. Non-tenured teachers concluded that the graduate course topics were similar to the undergraduate level, should not be mandatory, and did not meet the professional needs of new teachers. Teachers also evaluated course impact in relationship to Levels 1 and 2 of Guskey's (2000) Five Critical Levels of Professional Development Evaluation, but not sufficient to impact change in classroom practice and student learning. The implications of the study suggest the need for prek-12 organizations to address learning needs according to tenure and engage teachers and adminstrators as collaborative partners in the design, implementation, and evaluation of professional development. Professional development would have greater value if school district efforts included research-designed models, such as Guskey's (2000) and Joyce and Showers (1987), which purposefully focus on the transfer of knowledge and skills from the workshop to the workplace. Moreover, the credibility of school leaders would improve if they assumed an active role in learning with teachers and providing resources necessary to change teacher practice to impact student outcomes.
Book Synopsis Teacher Perceptions of Effects of Professional Development on Teaching Practice and Student Learning by : Imelda R. Castaňeda
Download or read book Teacher Perceptions of Effects of Professional Development on Teaching Practice and Student Learning written by Imelda R. Castaňeda and published by . This book was released on 2002 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to test whether multidimensional professional development programs are preferable to a traditional one, which, typically, consists of taking a graduate course. It compared teachers' perceptions about the effects of three programs for professional development on their teaching practice and student performance. Two of the programs, the Arts Integration Program and Job Shadowing Institute, were multidimensional models of professional development. The third was Technology Training, a traditional model of professional development. The purpose of the study was to contribute to the body of knowledge about teachers' perceptions of the effect of professional development on their teaching practice and their students' learning. The study included elementary, middle, and high school teachers as participants and survey respondents. It spanned three years. Descriptive data were collected to provide an accurate description of the three programs. Participant observations of professional development sessions, informal and formal interviews of teachers, administrators, and facilitators were among the data collection tools used during the first two years of the study to provide a detailed description of the actual programs. The main focus of the study was a survey of participants' perceptions of the effect of professional development on their teaching and their students' learning. Survey results indicated that teachers perceived that professional development could be most effective for improving their teaching practice and student learning when the professional development programs are intentional, on going, and systemic. The non-traditional, multidimensional professional development was found to be more effective than the traditional model. However, the results of the study also indicated that even a traditional model of professional development was perceived as having an impact on students' learning when applications were made to curricular content and when there was support for further training. Based on these findings, a model or 'scaffold' towards effective professional development was conceptualized using constructs and characteristics that might influence teaching practice and student learning. Results are discussed in the light of the limitations of the study, implications for education, and suggestions for future research.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Power of Place by : Gwendolen Susanne Jacobs
Download or read book The Power of Place written by Gwendolen Susanne Jacobs and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Professional development provides opportunities for teachers to acquire the knowledge needed to become experts in their classroom content and to improve their instructional skills to meet the needs of today's student learners. While districts and curriculum leaders work to improve professional development design, teachers' dissatisfaction with current professional development practices are still problematic. Teachers continue to find it ineffective, irrelevant, making them feel undervalued as professionals. This is evident in the rural educational setting. Rural educators need on-going, flexible, and job-embedded effective professional development to meet the specific needs of rural educators and their students. While few studies have examined teacher perception on professional development, even fewer studies focused on the rural place. This study provides educational leaders with a teacher's perspective on what effective professional development looks and feels like for rural educators. Using narrative analysis of five rural educators' interviews and drawing on Gruenewald's Critical Pedagogy of Place, this study sought to understand the experiences of five rural educators as they explored their personal histories, perceptions, and experiences in receiving effective professional development. The study is driven by three research questions to determine if teachers' perceptions of effective professional development is influenced by their own sense of place and how they identify within that place. These questions included the following: 1. How do teachers in a rural setting perceive building and district level professional development? 2. In what ways does sense of place inform teachers' perceptions of effective professional development? 3. In what ways do these perceptions inform teachers' decisions to act on their new learning? The key themes revealed participants acknowledged the challenges districts face when providing effective professional development and that it is most beneficial when connected to their specific needs. Most participants acknowledged the complexity of rural relationships and recognized how their personal histories and experiences helped make and enrich these relationships. The findings relative to the five participants' experiences and their stories also suggest rural teachers do not fully recognize the extent by which their own sense of place and place identity influenced their perceptions on their learning. This can have several implications for district leaders, professional development directors and for current and future rural educators. If district leaders and professional development directors want to see implementation of teacher learning in the classroom, providing purposeful professional development must not only address the specific needs of rural educators and their students but also consider what teachers bring to the rural context in relationship to their professional learning.
Book Synopsis Teachers' and Administrators' Perceptions of Effective Professional Development by : Robert L. Walker
Download or read book Teachers' and Administrators' Perceptions of Effective Professional Development written by Robert L. Walker and published by . This book was released on 2012 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The need for systemic academic improvements may significantly impact the way professional development is perceived and practiced in high schools today. The purpose of the present qualitative case study was to examine the perceptions of teachers and administrators in five high schools in south central Pennsylvania regarding staff development. This study examined how novice and veteran teachers and administrators perceived the (a) context, (b) process, and (c) content vital to the process of staff development. Furthermore, this study sought to find the interconnectedness between the current body of research and the perceptions of novice and veteran administrators as well as novice and veteran teachers regarding the impact of collaborative professional learning experiences in order to improve professional practice. Finally, this study investigated the perceived change in classroom practice as a result of implementing new practices gained from professional development experiences. These perceptions were gathered through (a) surveys, (b) interviews, and (c) group interviews. This study used five suburban high schools in two counties in South Central Pennsylvania. The most prevalent themes that established a connection to change in teacher behavior as a result of professional development activities identified in this study were (a) collaboration with other teachers, (b) personal value, (c) limited objectives, and (d) connections to evaluation. This study could serve school districts as a resource to evaluate and improve current professional development systems within their schools with intent of improving the efficiency and effectiveness professional development activities.
Book Synopsis Professional Development Practices and Teachers' Perceptions of Classroom Impact by : Coletta Parsley
Download or read book Professional Development Practices and Teachers' Perceptions of Classroom Impact written by Coletta Parsley and published by . This book was released on 2006 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High-quality Professional Development by : Michaelene A. Meyer
Download or read book High-quality Professional Development written by Michaelene A. Meyer and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Professional Development on Teachers' Perceptions and Practices Regarding Inquiry-based Science by : Kelly Stellmach Castillo
Download or read book The Impact of Professional Development on Teachers' Perceptions and Practices Regarding Inquiry-based Science written by Kelly Stellmach Castillo and published by . This book was released on 2015 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: With California's adoption of the Next Generation Science Standards (NGSS), science teachers will need to shift from more traditional content driven curricula to an inquiry-based pedagogy. For many science teachers, this is a paradigm shift as inquiry-based teaching is typically not the norm. The purpose of this mixed methods study is to examine the extent to which two innovative professional development (PD) programs impact secondary level science teachers' perceptions and practices regarding the implementation of inquiry-based science. Survey data was collected from both Immersion PD and Workshop PD participants over the course of three years. Further, focus groups were conducted with participants from both programs in the summer of 2014 along with follow up interviews and artifact analysis in the fall of 2014. Findings from this study suggest that innovative forms of PD, particularly those involving clinical teaching, as well as those that spanning multiple years, produce changes in teachers' thinking about and teaching of science.
Book Synopsis The Impact of Professional Development on Teacher Attitudes and School Climate by : Lisa M. Leith
Download or read book The Impact of Professional Development on Teacher Attitudes and School Climate written by Lisa M. Leith and published by . This book was released on 2014 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation research study offers a mixed-method approach to investigation of the impact of a multicultural professional development program designed to provide information and strategies from best practice literature for meeting the needs of at-risk students. The professional development design included an informational workshop followed by three case-based, collaborative exercises intended to encourage application of the workshop principles to actual students in the school environment. The impact of this program on teacher attitudes towards cultural diversity and teacher sense of responsibility to meet student needs was investigated using a repeated measure administration of the Teacher Multicultural Assessment Survey (TMAS). In addition, the impact of such a program on student perceptions of school climate was explored through administration of a pre and post-intervention school climate survey (n=1679). The professional development was administered to teachers (n=209) in two middle schools and one high school in a small southeastern city over the course of a single school year. Teacher focus groups were conducted in each school at the conclusion of the study. The qualitative results of this study indicate that teachers do implement new ideas and behaviors in classroom practice. Quantitative data suggest that teacher attitudes towards diversity can improve during the course of a single school year and that student perceptions of school climate may be positively impacted by teacher participation in professional development activities which offer strategies for building inclusive classroom and school environments and tools for supporting all students towards academic success.
Book Synopsis Exploring Teachers’ Perceptions of Formal and Informal Professional Development by : Meagan England
Download or read book Exploring Teachers’ Perceptions of Formal and Informal Professional Development written by Meagan England and published by . This book was released on 2020 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to researchers, teachers participated in professional development to improve practice and improve students learning outcomes (Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009); however, there was little direct evidence related to what types of professional development were directly related to teachers implementing change in their classroom (Jaquith, Mindich, Wei, & Darling-Hammond, 2010; Wei, Darling-Hammond, & Adamson, 2010; Wei et al., 2009). The purpose of this qualitative study was to identify what instructional practices teacher implemented in their classroom after attending formal and informal professional development and to determine teachers' perceptions of their experiences with formal professional development. The researcher found that the data depicted six key themes related to professional development: 1) teacher-led, 2) teacher choice, 3) related to the classroom, 4) time for practice, 5) student engagement, and 6) content specific instructional practices.
Book Synopsis PDS and Community Schools by : JoAnne Ferrara
Download or read book PDS and Community Schools written by JoAnne Ferrara and published by IAP. This book was released on 2022-07-01 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: How the Professional Development School and Community School strategy might benefit from an integrated perspective serves as the guiding framework for this volume of Research in Professional Development Schools. This book advocates for blending these two approaches to address the needs of P-20 settings and their communities. Because we recognize the inherent strengths in both models, we encouraged chapters that had as a primary focus one or both models as they sought to support teacher preparation and K-12 partners. Subsequently, a series of questions framed the conversation around the potential for combining these models as well as what such an integrated model might present for teacher education programs, K-12 partners, and their communities. Since this volume explores three different aspects of the relationship between Professional Development Schools and Community Schools, a set of guiding questions were offered to guide the specific models addressed.
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 914 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Systemic, Stakeholder Driven, Sustained by : Anna Theresa Perry
Download or read book Systemic, Stakeholder Driven, Sustained written by Anna Theresa Perry and published by . This book was released on 2010 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The value of professional development continues to be emphasized on educational and governmental levels. Even as this study was being conducted, the U.S. Department of Education launched a $4.35 billion dollar grant that includes improving teacher effectiveness as a core component of the grant's purpose. While the importance of the professional development of educators is clear, what is less clear is the type of professional development that transforms teaching practices and positively impacts student outcomes. Evaluations of professional development programs are critical in identifying ways to impact teacher practice and ultimately student outcomes. Guskey (2000) provides a model for evaluating professional development that includes five stages of information collection. The purpose of this study was to evaluate a professional development initiative in one large school system in North Carolina by applying Guskey's model to examining specific elements of the initiative, surveying teacher and administrator perceptions of the initiative, and analyzing trends in student outcomes that occurred during the six year period the initiative was implemented. A mixed methodology approach combining quantitative and qualitative methods was used. Electronic survey responses from 2,309 teachers and administrators were analyzed quantitatively using frequency distribution statistics, as well as the Fisher's exact test to analyze the relationship of responses between teachers and administrators. Additionally, trends in proficiency student outcome data as well as trends in AYP status were examined during the period the professional development initiative was implemented in the school district. For the qualitative data, open-ended survey responses from 77 principals were analyzed using frequency distribution statistics. This study corroborated the finding from other research studies in the professional literature that indicate the difficulty of linking professional development to student outcomes. The results of this study also support the literature suggesting that specific elements must be present in order for the professional development to be translated into teaching practice. This study has many implications for school leaders as they plan professional development initiatives. Recommendations for planning, implementing, and evaluating, professional development initiatives are included.
Book Synopsis A Case Study Examining the Experiences of Grade 7-12 Teachers in a Job-Embedded Professional Development Initiative by :
Download or read book A Case Study Examining the Experiences of Grade 7-12 Teachers in a Job-Embedded Professional Development Initiative written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Traditional models of professional development for teachers are often characterized by formats intended to transmit information for transfer to classroom practice. But it can be argued that one-size-fits-all models do not adequately meet the professional needs of teachers or respect the view of teachers as learners (Hall & Loucks, 1978; Stigler & Hiebert, 1999). More recently, school districts have explored job-embedded approaches to professional development. However, little or no program evaluation has been utilized to gather evidence of their value to practitioners (Guskey, 2000). This study examined the perceived transformative value of an alternate professional development (PD) experience on teacher practice. The study aimed to: 1. Describe teachers' conceptualizations of "teacher practice". 2. Describe the ways teachers perceive their professional development experiences as having impacted their teaching practice. 3. Report teachers' perceptions of effective and ineffective professional development. 4. Identify institutional practices that influence teachers' perceptions of meaningful professional development. 5. Describe the intrinsic and extrinsic factors valued by teachers in a professional development experience. Qualitative research methodology was utilized for this case study. I invited participants from the District Literacy Committee (DLC) to participate in this research, and conducted a cross-case analysis to analyze the experiences of Practicing Teachers (PTs) and Observing Teachers (OTs). My data collection included web-based surveys, artifacts, and two focus group discussions. Results indicated a strong perception that the job-embedded lesson study model had significant impact on teaching practice. My analysis of the data analysis elicited many similarities and some key differences between the two groups. While the OT and PT were similar in their conceptions of effective and ineffective PD, they differed in their conception of teacher practice and w.
Book Synopsis An Examination of Teachers' Perceptions and Implementation of Learning Trajectory Based Professional Development by : Megan H. Wickstrom
Download or read book An Examination of Teachers' Perceptions and Implementation of Learning Trajectory Based Professional Development written by Megan H. Wickstrom and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Findings indicate that the teachers noticed student thinking constantly in their daily work through actions such as students' measurement strategies, counting strategies, language, interactions with other students, and written accounts. However, the actions were not always connected with instructional implications. Across the cases, mathematical tasks and curriculum were critical in helping teachers understand students' thinking and implement it into practice. Interview tasks were relevant in instructional planning when they were similar or connected to future classroom tasks. Within the classroom setting, the teacher's willingness to supplement or modify current curriculum determined how she used knowledge of students' thinking in practice. Teachers unwilling to modify curriculum had difficulty using knowledge of students' thinking in practice. Findings also indicate that knowledge of an individual student's thinking gained from interviews informed teachers of student misconceptions and current understandings of a topic, but much of what informed the teachers' instruction came from a complex framework of past education and daily experiences with students. Lastly, teachers interpreted, redefined, and even rejected learning trajectory research in their own ways depending on how well it agreed with their current practices and belief systems. These findings have implications for the design and conduct of teacher professional development and indicate the need for modifications to current learning trajectories (Sarama & Clements, 2009) to make them more accessible to teachers.
Book Synopsis Building Trust in Teacher Evaluations by : Shelly M. Arneson
Download or read book Building Trust in Teacher Evaluations written by Shelly M. Arneson and published by Corwin Press. This book was released on 2014-09-15 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Your breakthrough approach to top-notch teacher evaluations! This hands-on professional development guide explores the critical ingredients of communication and trust for success in the new age of teacher evaluation systems. Recognized expert Shelly Arneson provides concrete, proactive strategies to help school leaders: Create and sustain a supportive, honest, and collaborative school culture Foster effective communication and build teacher-principal trust Conduct evidence-based observations and evaluations Hold effective follow-up conversations that nurture teacher growth Promote teacher self-assessment and reflection Includes absorbing real world vignettes, reflection questions, and ample modeling examples for quick success. Before heading into an observation or post-observation conference you’ll find quick nuggets of wisdom you can reference again and again. Use this informative guide to transform the teacher evaluation process today! " An absolute essential for any bookshelf of the novice or seasoned administrator. . . . Really hits home on how trust is essential for effective evaluations. . . . The book covers all angles of why trust and evaluations go hand in hand." —Jason Eitner, Superintendent The Lower Alloways Creek School District, Canton Salem, NJ "In order for student growth to make a positive impact you, as the instructional leader, need to make a positive impact with your teachers; this starts with trust and building a better teacher via evaluations. This book will lead you in that direction!" —Elizabeth Alvarez, Principal John C. Dore Elementary School, Chicago, IL
