This study explored the relation between two elementary school principals' behaviors and the professional development provided to educators in two schools undergoing pedagogical and cultural changes designed to increase student achievement. The researcher observed the schools' dynamics regarding professional development and any other professional and pedagogical discourse done for the purpose of collaborating and developing a structure in which data analysis, lesson planning and design, and other types of professional development are practiced. A qualitative method was used for this study and was based on a simple descriptive study using a multisite case study. Daniels (2009) conducted a research study on three schools in one school district. This study was an attempt to embody a similar study in two elementary schools (a K–3 school and a 4–8 school) in one district, though a different district from Daniels's study. The population in this study consisted of educators from two school sites located in a small, rural, and agricultural community that serve students in Grades K–8. The data collection demonstrated it is crucial to have a strong and competent principal who promotes and supports the change process in an effective and systematic manner. Additional results indicated that the use of strategic professional development fosters collegial teamwork whereby educators share their knowledge and guarantee continuous structural improvement that leads to increased student achievement.
|Commitee:||Burnworth, Carole, Korth, Sharon|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 75/02(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Educational leadership, School administration, Curriculum development|
|Keywords:||Achievement, Cultural changes, Data analysis, Lesson planning and design, Principal, Professional development|
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