Degree Date
3-2020
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Dr. Pender B. Noriega
Second Advisor
Dr. Kathleen Cornett
Abstract
Abstract
Professional development is a substantial contributing factor to the success or lack of success in low-performing schools. Specific student-focused professional development can be used to increase academic achievement, school culture, and the level of effective teaching. A lack of attention to school-specific professional development can contribute to low student achievement, diminished school culture, and reduced teacher efficiency. In Florida, public schools have implemented the “4 Professional Development Standards” (Planning, Learning, Implementation, and Evaluation) to act as a tool to identify best practices in schools and classrooms as well as to determine what professional development is needed to improve instructional practices. The purpose of this qualitative research study was to examine the perspectives of teachers and school leaders regarding student-centric professional development and its effects on school culture, student achievement, and teacher productivity in low-performing schools. The study involved face-to-face interviews with teachers who participated in strategic professional development and school administrators who were integral in implementing professional development. Results showed eight of the 10 participants embraced schoolwide professional development that contained a focus on school culture, student achievement, and teacher productivity.
Recommended Citation
Gibson, Brian, "The Impact Of Professional Development Of Effective Teachers In Low Performing Schools" (2020). Dissertations. 453.
https://digitalcommons.nl.edu/diss/453
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Urban Education Commons