Experiences and Perceptions of Professional Development Facilitators In a Job-Embedded School Initiative

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Mashariki, K. (2017). Experiences and Perceptions of Professional Development Facilitators In a Job-Embedded School Initiative. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Recent legislation and accountability efforts in K-12 schools have increased the need to support and maintain high-quality teachers through enhanced professional development and teacher training efforts. As districts and schools seek new and innovative ways to provide professional learning opportunities that are real-time and effective, investments in job-embedded professional development models can support teaching and learning in a world of accountability and federal mandates. This qualitative study explores the experiences and perceptions of professional development facilitators (PDFs) implementing job-embedded professional learning in middle and K-8 schools. The study also examines how well professional development practitioners align program design with the actual implementation of school duties; and it also provides insight into the dynamics, influences, and characteristics of providing on-the-job training in schools to educators real-time and at the point of instructional delivery. Study results are designed to inform districts and schools on the successes, challenges, and program structures needed to effectively design job-embedded activities that yield increases in teacher quality and ultimately student achievement.

Details
Author

Mashariki, Kaia

Title

Experiences and Perceptions of Professional Development Facilitators In a Job-Embedded School Initiative

Physical Description

1 online resource (189 pages) : PDF

Date

2017

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Recent legislation and accountability efforts in K-12 schools have increased the need to support and maintain high-quality teachers through enhanced professional development and teacher training efforts. As districts and schools seek new and innovative ways to provide professional learning opportunities that are real-time and effective, investments in job-embedded professional development models can support teaching and learning in a world of accountability and federal mandates. This qualitative study explores the experiences and perceptions of professional development facilitators (PDFs) implementing job-embedded professional learning in middle and K-8 schools. The study also examines how well professional development practitioners align program design with the actual implementation of school duties; and it also provides insight into the dynamics, influences, and characteristics of providing on-the-job training in schools to educators real-time and at the point of instructional delivery. Study results are designed to inform districts and schools on the successes, challenges, and program structures needed to effectively design job-embedded activities that yield increases in teacher quality and ultimately student achievement.

Genre

doctoral dissertations

Subjects--Topics

Education
Teachers--Training of
Adult education

Degree

D.Ed.

Keywords

Coaching
Instructional Support
Job-Embedded
Professional Development
Student Achievement
Teacher Quality

Subject Area

Educational Leadership

Advisor(s)

Shore, Rebecca

Committee Members

Lim, Jae Hoon
Dunaway, David
Pugalee, David

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2017.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Mashariki_uncc_0694D_11479

Permalink

http://hdl.handle.net/20.500.13093/etd:1158