Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Practice

Date of Defense

6-13-2019

Graduate Advisor

Phyllis Balcerzak, PhD

Committee

Theresa Coble, PhD

Amber Candela, PhD

Abstract

Professional development is vital to education. It provides an opportunity for continued growth and learning for educators throughout their career. While teachers earn credentials and certification through a university, professional development is intended to hone skills and help teachers evolve in an ever-changing landscape. The changing landscape may involve technology, generational needs, or broader societal interests. This research is an analysis of the implementation of transformational professional development in one large suburban Midwestern school district and one large Midwestern high school in another district. It analyzes data regarding professional development and examines literature that studies teacher participation, attitudes, and transfer of professional development. The research concluded that when teachers are choosing professional development, they are looking for something specific and targeted, and they likely need an incentive to try something different. The research presents the results of data collected during and after the creating and development of professional development plan and attempts to answer the following questions:

How can professional learning be designed to meet the varied needs of all educators and ensure the application of learning to the classroom?

How can social-emotional support for teachers become part of the school culture? Through the data collected, the research found that an adjustment to the content and delivery of professional development could increase the efficiency and transfer of professional development while simultaneously creating a positive school climate and culture.

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