Dissertation - Public Access
Ed.D. Doctor of Education
Dr. Harrington Gibson
Dr. Sandra Stringer
This paper details an evaluation of a school district's professional learning program for the purpose of understanding major patterns and important nuances that give shape to staff development. The perceptions of teaching staff were compared to Learning Forward’s Standards for Professional Learning (2011) using the Standards Assessment Inventory-2. The research design followed a single-case study approach with a combination of survey and focus group methodologies. The goal was to determine to what extent the teaching staff perceive the impact of district professional development on their professional learning community. Teachers were also asked how we might strengthen our current learning designs. This evaluation looked for ways to begin the process of evaluating the real impact of professional development. Results were consistent with large-scale studies and reports by advocacy groups. Teachers desire a greater voice in the planning and evaluation of their professional learning. Recommendations point to a cycle of continuous improvement with a professional learning plan that is guided by student results.
Carlson, Scott, "A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory" (2018). Dissertations. 338.