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.

Download or read book Teachers and Administrators Perceptions of the Impact of Professional Development on Small Group Differentiated Reading Instruction written by Meganlyn R. Norris and published by . This book was released on 2018 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined teachers' and administrators' perceptions of the impact of professional development on small group differentiated reading instruction in the primary grades. Seventeen general education public school teachers who taught small group differentiated reading instruction and four public school principals who supervised teachers as they implemented differentiated reading instruction participated in the online survey. Additionally, a limited number of teachers and administrators also participated in face-to-face interviews. The data were collected and analyzed according to teachers' and administrators' perceptions of the effectiveness of professional development received on small group differentiated reading instruction, and teachers' and administrators' beliefs about best practices of professional development on small group differentiated reading instruction. The results indicated that teachers and administrators have similar perceptions of effective professional development strategies that enhance differentiated reading instruction. These perceptions included participating in Professional Learning Communities (PLCs) to analyze student data and instructional practices; observing a coach modeling best practices as well as being observed by a coach; and attending district led professional development workshops. The findings from this study also revealed that teachers and administrators have similar beliefs about effective professional development practices for differentiated reading instruction which included participating in PLCs, coaching, and being provided differentiated professional development sessions. Although this study had a small sample size, the identified findings were supported by research and may benefit the field by contributing to how effective professional development can be designed to improve differentiated reading instruction.

Download or read book Teachers and Administrators Perceptions of Study Groups as a Form of Professional Development written by Donna Joan Murray and published by . This book was released on 2008 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study was to add to the existing knowledge base concerning the teacher-led study group as an effective form of student centered professional development. Administrators' and teachers' perceptions concerning the effects of study group participation and the evidence of change to which they referred was the focus. Research showed that study group participation is gaining popularity as a form of professional development (Murphy & Lick, 2001). Study groups typically gather educators together to learn more about topics of their choice. Their goal is usually two-fold: to improve both teaching and student learning. At sessions colleagues reflect on experiences, share what is working, and cooperatively solves problems of implementation. Evidence indicates that collegial conversations increase teacher knowledge, stimulate new understanding, and encourage teachers to try new approaches they might not have had the courage to try. The following research questions stimulated this qualitative study: (1) What are administrators' perceptions about the role of study groups in meeting district-wide professional development goals? (2) What factors do participants consider important when participating in a study group as a form of professional development? (3) What are teachers' perceptions about the effects of study group participation on their own teaching practices and on their students' learning outcomes? (4) What types of evidence do teachers and administrators provide to support their perceptions of teaching and learning outcomes of study group participation? This study captured the perceptions of 25 teachers, three principals, and one assistant superintendent. Data were gathered through semi-structured interviews, observations, surveys, and document analysis. Results indicated that administrators perceived study groups as providing a way to introduce new ideas to the faculty, to get test results into the classroom, to connect to district-wide goals, and to provide an opportunity for reflection. The type of evidence that most administrators offered was large-scale test results. Teachers described situations involving taking responsibility for student learning, using best practices, and engaging in collaborative problem solving. They found evidence of change in daily observations and large-scale test results. In conclusion, the use of study groups as a form of professional development contributed to the creation of a stimulating environment that supported teachers' professional growth and provided a way to accomplish district-wide goals.

Download or read book Design Principles for Teaching Effective Writing written by Raquel Fidalgo Redondo and published by BRILL. This book was released on 2017-11-20 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume aims to analyze validated intervention programs focused on: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects/skills.

Download or read book Teachers Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).

Download or read book Teacher Perceptions of Effective Professional Development that Foster Personal Expertise written by Debra Rust and published by . This book was released on 2009 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: In January and February of 2009, 19 teachers and 4 administrators were interviewed about their feelings concerning the professional development availability in their schools, how it met their needs, and how teacher learning impacted improved student learning. Participants were asked 15 open-ended questions. The study was designed to discover what processes teachers use to self-assess their own personal goals for professional development and how teachers internalize these needs to improve student learning.

Download or read book A Case Study of a School District written by Teresa L. Ohrt and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was a qualitative case study with a phenomenological approach that included interviews with two district administrators, three building administrators and nine teachers. The analysis determined the district's professional development system, what administrators' intended, what professional development aspects teachers deemed as most effective, and what teachers perceived as the impact of the professional development on their practice.

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 Danielson Framework for Teaching written by Maria Raluca Damian Snyder and published by . This book was released on 2014 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' and administrators' perceptions regarding the effectiveness of the professional development received from their district on Danielson's Framework for Teaching as well as the impact of the Framework on teachers' planning and preparation (Domain 1). Sixty three participants, 51 teachers and 12 administrators responded to the surveys and 5 participants, three teachers and two administrators, volunteered to be interviewed. The study was conducted in two school districts in south central Pennsylvania. The results of the study indicated that the majority of the participants concurred that they received effective professional development on the Framework for Teaching. Their recommendations for future professional development sessions focused on the format and frequency of the professional development. The participants suggested that professional development conducted at the district, school, and grade level in small groups and over multiple days was more efficient than district level, whole group, and one day professional development sessions. Overall, teachers and administrators agreed that the use of the Framework had a positive impact on teachers' planning and preparation (Domain 1). This research is important as the Frameworks for Teaching continues to be implemented throughout Pennsylvania and may add to the growing body of knowledge on effective professional development.

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.

Download or read book Teachers Perceptions of Effective Professional Development written by Stephen Matthew Warford and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examines practicing educators’ views and perceptions on effective professional development. The researcher explores the experiences of five educators at various points on the experience continuum and questions what constitutes a meaningful learning experience for each one. The framework of this study follows the protocols outlined by Connelly and Clandinin (1990) for experienced based research through narrative. The foundation for this research rests of four theoretical pillars: Adult Learning Theory (Houle, 1972), Motivational Theory (Maslow, 1943), Reflective Practices (Schon, 1987), and Teacher Knowledge (Cochran & Lytle, 1999). After an extensive review of the current literature, noticeable omissions from the current understanding of professional development for teachers were found that set the stage for the following research questions guiding this study: 1) What elements of professional development do practicing teachers find effective and beneficial? 2) Do teachers at different points in their career report needing the same or different qualities in their learning experiences? 3) What might the researcher come to understand through narrative case studies of the participants and their insights on effective professional development? The need for this study to address these questions is that annually millions of dollars are spent on teacher professional development in order to improve teacher pedagogy in hopes of improving student achievement; however, achievement scores remain stagnant and there is little evidence that the current system of professional development is working. Though there are a plethora of studies that provide quantitative data regarding certain elements of professional development (e.g. time needed, curriculum design), those studies provide no context from the teachers to help others reproduce the results. This study allowed teachers to provide a context through narrative based on their experiences.

Download or read book Teachers Perceptions of Effective Professional Development written by Terri Renée Rodger and published by . This book was released on 2008 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of High Quality Professional Development written by Daniel L. Brown and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used a survey research design to gather educator perceptions about a particular professional development (PD) event they deemed effective. Responses were used to measure HQPD characteristics by PD event, across roles, grade levels and the combination of roles and grade levels. Authors of Garet et. al. (2001, Winter), granted permission to use the Teacher Activity Survey (TAS), so it was modified for this study (Appendix B), mapped to the HQPD characteristics (Appendix D) and was used to collect participant responses. Work by Garet et. al. (2001, Winter) and Sappington et. al. (2012) were used to create the Structures, Processes and Features (SPF) model (Appendix A). SPF is a three-dimensional model used to display levels of duration, collaboration, and core features to identify a resultant frame classification for the PD event. Emergent themes were identified through statistical analyses that included descriptive statistics, factor analysis, ANOVA, MANOVA, correlation studies and X2 (Chi-squared) tests. Findings were reviewed to determine accuracy of the modified TAS and SPF instruments. Additionally, the impact of leadership was evaluated as one component of the core features characteristic. Finally, recommendations for improvement and further research were offered.

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.

Download or read book Effectiveness of Professional Development at a Primary School in Hong Kong written by Vanita Thakral and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Effectiveness of Professional Development at a Primary School in Hong-Kong" by Vanita, Thakral, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: A prior study conducted by Walker (1996) showed teachers working in Primary schools in Hong-kong experienced professional development as a 'one off' occurrence, referring to one day out of the academic year, in the form of a workshop or course. Teachers felt that they did not take into consideration 'teachers skills needs and involovement' (Walker, 1996). According to the study, Principals and heads of department are usually responsible for shaping and establishing the norms for professional growth. The study revealed that the general consensus amongst principals and administrators believed that teachers should be involved in the actual planning and design of professional development. This study aims to further shed light on this phenomenon in the form of a case study at a primary school in Hong-Kong. An in depth look at how a school implements and organizes professional development can be beneficial to numerous members of the school community, including principals, teachers and administrators. Walker's (1996) study was ultimately effective in recognizing the trends and opinions amongst principals and administrators regarding professional development. However there is limited research regarding how teachers perceive professional development and how they feel it can improve their needs. By acknowledging the lack of professional development, and it's perceived ineffectiveness from teachers, this studies objectives is to explore how professional development is organized and developed in the school, and use such insights and opinions gained to provide a means to establish how professional development can be implemented more effectively to benefit teachers. Moreover research shows that in recent times, professional development is low on the list of teacher priorities, as they feel overwhelmed with their existing workload. Though the present study stems for the ideologies and perceptions teachers in Hong-Kong seemingly have toward professional development, majority of the research will be addressing the current effectiveness of professional development at the school, as this will enable one deduce factors that make it successful or unsuccessful. It is important to recognize that every school is different and will therefore have different needs. Thus making comparisons towards professional development regarding its policies and implementation will most likely to render obsolete, as a professional development program that is successful at one school may not be at the other. Though there is no concrete definition for what constitutes 'effective professional development' Desimone (2009) offers a framework that is broad enough to be relevant to most schools. Such a framework will be used as an indicator in establishing whether professional development is effective in the school (See appendix A and B). Responses from administrators and teachers from the interview questions will also be used to analyse whether professional development offered at the school is effective and productive. This study will adopt a qualitative approach primarily through the use of interviews and observations. DOI: 10.5353/th_b4836894 Subjects: Primary school teachers - Training of - China - Hong Kong

Download or read book Teachers and Administrators Perceptions of a New Multi measure Teacher Evaluation System in One Large Urban School District in Texas written by Gladys Smith Moton and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind (NCLB) Act, and Obama‘s Race to the Top (2009) policy charged districts with increasing academic achievement by improving teacher quality. The problem of teacher quality has plagued the public school system for decades. Stronge and Hindman (2005) suggest, we can greatly improve student achievement if we come to an understanding of what constitutes an effective teacher and then seek out those qualities and behaviors (p. 49). Districts are now compelled to take a closer look at teacher evaluation systems in order to measure teacher quality and effectiveness. Evaluation systems provide the impetus for informing teacher practice, as well as, potentially driving future staff development (Education, 2009). Many states are now requiring teacher ratings to be based on multiple measures of performance, with many states and districts electing to establish performance pay incentive parameters for meeting specific goals (Doherty & Jacobs, 2013). In the backdrop of this transitional educational landscape, at least one large urban school district in Texas embarked upon a project to improve its teacher evaluation system. The 2012-2013 school year marked the deployment of this district‘s newly implemented teacher evaluation system. This newly implemented teacher evaluation system aimed to address both teacher effectiveness and student growth. The purpose of this program evaluation was to: 1) examine teachers‘ and administrators‘ perceptions of the newly implemented teacher evaluation system within a large urban school district and its influence on instructional planning, classroom instruction and professional practice; 2) examine teachers‘ and administrators‘ perceptions regarding the training they received with the newly implemented evaluation system; and, 3) explore teachers‘ and administrators‘ perceptions regarding the newly implemented teacher evaluation system being tied to performance pay. A purposeful sampling of sixteen teachers and five principals from low-performing and high-performing elementary, middle, and high schools within one large urban school district were selected as participants for this study to gain multiple perspectives from teachers and administrators across various contexts. Participants were part of one of the district‘s feeder pattern schools who participated in the pilot year of implementation. Three teacher focus groups were conducted, and each of the five principals were interviewed one-on-one using semi-structured interviews. Transcribed audio recordings from principal interviews and teacher focus groups were coded inductively (Creswell, 2002) and analyzed for emerging themes using the constant comparison method (Glaser and Strauss,1967). Findings revealed teachers and administrators perceived the newly implemented teacher evaluation system to positively influence instructional planning by providing the focus and structure embedded in the Danielson‘s Framework for Teaching and assisting teachers in refining pedagogy. Additionally, both teachers and administrators reported the evaluation system influenced classroom instruction by promoting increased levels of student engagement and moving teachers from teacher-directed instruction to student-driven learning. Findings also revealed the evaluation system provides teachers and administrators opportunities for reflective practice through increased dialog and strengthened relationships. The teachers and administrators perceived some of the training to be overwhelming and confusing due to the large amount of content given at once. Lastly, findings revealed teachers and administrators question the fairness of tying student growth measures to teacher performance pay, and they are unclear about the process for determining teacher performance pay. Implications and recommendations for districts planning to implement new evaluation systems are included in this study. The recommendations include: developing a clear set of teaching standards rooted in best practices for effective teaching when adopting a new teacher evaluation system; assuring the evaluation process encourages frequent observations, goal setting, action planning, and teacher and administrator reflections to promote reflective and improved practice, increased dialog, and strengthened relationships; assuring district leadership across all levels are well-informed regarding the newly implemented teacher evaluation system and are equipped to explain processes and address concerns; forming a district-wide core training team to deliver district-wide professional development rather than relying solely on campus administrators to deliver turn-around training to teachers and other campus level administrators; and, scaffolding training in smaller segments to allow adult learners to synthesis and process information more deeply.

Download or read book Continued Professional Development for Teachers written by Sue Ann Yovanovich and published by . This book was released on 1986 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt: