Professional Development Tools to Enhance the Abilities of Veteran Teachers in Pre-K Through Eighth Grades examined the variety of professional development tools available to veteran educators. The quasi-experimental study allowed veteran teachers to participate in a pretest survey consisting of questions about teachers’ desire for continued professional development, learning preferences, tools and ideas, and demographic information. An intervention in the form of PowerPoint was then presented to the veteran teachers outlining the adult learning theory and a variety of professional development tools. After the intervention, a posttest was conducted and compared using an ANOVA.
The results in the study indicate that while there is not a significant difference in the pretest and posttest following the intervention, veteran teachers are interested in learning, growing, and enhancing their classroom. Veteran teachers would like to be actively involved in the planning and expansion of professional development opportunities and would like to learn from their peers in how to make their classroom more effective. Veteran teachers also feel that their peers can learn from watching them teach in the classroom and would like to use the peer coaching model and Instructional Rounds to be able to learn from their colleagues. Veteran teachers feel that tools such as observations and feedback are helpful in the classroom and would like to learn more about student engagement, instructional strategies, classroom management, differentiation techniques, Instructional Rounds, growth mindset, and subject specific programs.
The results from the teachers’ survey were given to administrators for feedback about how to use the responses to develop effective professional development opportunities in schools. The interview results from the administrators revealed that teacher observation and collaboration are optimal for teachers to grow professionally. The one-on-one interviews also resulted in the overwhelming need to include teachers in the creation of professional development opportunities.
|Advisor:||Karge, Belinda D.|
|Commitee:||Collins, Deborah, Lampe, Cheryl|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 79/03(E), Dissertation Abstracts International|
|Subjects:||Middle School education, Education, Elementary education, Teacher education|
|Keywords:||Professional development, Teacher feedback, Teacher involvement, Veteran teachers|
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