Teacher and Principal Experiences of Effective Professional Development

Аннотация

Teacher and Principal Experiences of Effective Professional Development Professional development practices have been in existence for generations; however, there have been concerns relative to the effectiveness of these programs for almost as long. Recognizing the limitations of early practice and the frustration of too many “fads” in reforming education, researchers have investigated best practices to improve the delivery of effective professional development. Quality professional development as a tool for improving student achievement, and subsequently future generations of workforce, is paramount in the current responsibilities of educational leaders. This dissertation involved the examination of professional development in education as experienced by both teachers and principals in an effort to define the characteristics of effective practice. Using the tenets of high-quality professional development, as developed and summarized by educational leaders, this researcher addressed several prevalent problems associated with current professional development practice, including the structuring of professional development communities, the organization of professional development experiences, the lack of alignment between existing professional models and the research-based characteristics of effective models, and the logistical dilemmas inherent in providing adequate professional development.