1. Designing Professional Development for Elementary School Teachers
Abstract
Simon F. Quattlebaum, Ed.D.
Teacher Leadership
Within a Northeast urban school, there is little empirical evidence to indicate the effectiveness of the district professional development program.
The purpose of this case study was to examine elementary teachers’ perceptions of assessment practices and their reactions to professional development programs.
This study was grounded in the theoretical framework of adult learning theory.
The research questions guiding this study examined teachers’ perceptions of quality professional development, understanding of new knowledge learned, how to apply it in the classroom, and their overall satisfaction of district professional development programs.
A qualitative case study design with a critical case sample of 6 elementary school teachers was utilized.
The findings indicate a range of positive and negative impressions of professional development events and revealed the need for more relevant content and processes that meet the needs of adult learners.
This study may impact social change through a better understanding of the structure needed for application and assessment of professional development program activities.
Walden University School of Education
Methods
It is recommended that the school district move away from one day workshops by planning professional development events on a more consistent basis throughout the school year and align workshop events to teacher learning styles
There is a need for the school administration to tailor professional developments events that feature research, follow-up, and ongoing assessment by teachers and the community working together with other stakeholders to increase teacher success.
Further research should be conducted on schools that identify whether gains or losses in workshop presentations are worth the effort to produce and implement.
Nature of the Study
Qualitative, single bound descriptive case study that examined elementary teachers’ overall evaluation of professional development programs and assessment of specific professional development content.
The researcher developed an understanding through multiple perspectives six randomly selected elementary teachers within one Northeastern School District.
Significance
To assist staff development specialists effectively evaluate the nature, process, role, and weight of the components of teacher professional development.
Help to improve professional development programs and develop instructional strategies.
(SOCIAL CHANGE) Data can be used to increase the value of staff development programs and activities and presentations.
Research Questions
To what extent do the format, content, and process of professional development in the city school district meet the needs and match the learning styles of the elementary school teacher?
How and to what extent do elementary teachers in the school district apply the new knowledge and skills in the classroom?
How and to what extent does the quality of professional development in the school district impact the initial satisfaction of elementary school teachers?
References
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications.
Diaz-Maggioli, G. (2004). Teacher-centered professional development. Alexandria, VA: Association for Supervision & Curriculum Development.
Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45–51.
Hatch, A. (2002). Doing qualitative research in education settings. Albany, New York: State University of New York Press.
King, K. P., & Lawler, P. A. (2003). Trends and issues in professional development of teachers as adults. New Directions for Adult and Continuing Education, 98, 5–14.
Knowles, M. (1990). The adult learner: A neglected species. Houston, TX: Gulf Publishing Company.
Kolb, D. A. (1981) Learning styles and disciplinary differences: Diverse pathways. In A. Chickering (Ed.), The modern American college (pp. 57–76). San Francisco, CA: Jossey-Bass.
Lieberman, A., & Miller, L. (2001). Teachers caught in the action: Professional development that matters. New York, NY: Teachers College Press.
Marriam, S. B. (2002). Qualitative research in practice. San Francisco, CA: Jossey-Bass.
National Center for Education Statistics. (2009, June 12). National Center for Education Statistics. Retrieved from
Yin, R. K. (2014). Qualitative study research: Design and methods. (5th ed.). Los Angeles, CA: Sage Publications
The Problem
PD Assessment does not recognize unique learning styles of teachers.
Inconsistent classroom application of learned best practices.
Lack of follow-up after PD presentations.
Lack of teacher growth and retention.
Teacher efficacy diminished.
Teacher frustration.
Lack of student learning.
Purpose of the Study
Investigate the overall significance of PD assessment for Elementary school teachers.
Answer questions often asked by educators and policy makers:
Does staff development help to improves student learning?
Has the money and time invested made a difference?
Results
Research Question #3
Far too many district standards and requirements. Difficulty with developing priorities.
Reliance on own strengths to help navigate often challenging district and state requirements.
Teachers make adjustments because they love what they do.
Objectives
To investigate the overall significance of professional development assessment of elementary school teachers.
To answer questions often asked by policy makers and education leaders:
Does staff development improve student learning?
Has the money and time invested in staff development efforts made a difference for teachers and students?
Research Question #1
Participants had concerns about content, process, and inconsistent quality of their professional development experiences.
Lack of PD presentation structure.
Research Question #2
Anxiety affected teacher ability to perform effectively in the classroom due to increased work responsibilities. (Self-efficacy)
A disconnect between administrative requirements and teacher objectives.
Lack of ‘sacred’ time to engage in recurrent discussions with colleagues on best teaching practices.
Contact
Dr. Simon F. Quattlebaum