ENSURING STUDENT SUCCESS IN FULL-DAY KINDERGARTEN: PURPOSEFUL PROFESSIONAL DEVELOPMENT AND PROFESSIONAL LEARNING COMMUNITIES
Dissertation - Public Access
Ed.D. Doctor of Education
Dr. Beth Minor
Dr. Linell Monson
The change leadership model, developed by Wagner et al. (2008), was utilized to assess the context, culture, conditions and competencies of a large suburban school district during the early stages of districtwide implementation of full-day kindergarten. With overwhelming support from families, teachers and administrators, the change plan revolves around ongoing and purposeful professional development for staff building upon systematic work of Professional Learning Communities in order to provide a high quality full-day kindergarten program across twenty-three kindergarten program sites. When districts and schools focus on purposeful professional development and enhanced practice of Professional Learning Communities programs can work to provide outstanding learning opportunities and the foundation for future student success.
Houlihan, Amy, "ENSURING STUDENT SUCCESS IN FULL-DAY KINDERGARTEN: PURPOSEFUL PROFESSIONAL DEVELOPMENT AND PROFESSIONAL LEARNING COMMUNITIES" (2017). Dissertations. 260.
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons