This qualitative case study investigates the implementation of a schedule-embedded professional development in the form of professional learning teams (PLTs) designed to foster improved teacher attitude toward professional development, increased dialogue and collaboration among teachers instructing the same course, and the development of the attributes of successful professional learning communities. In addition, the study explores the role of the principal as school leader in the implementation of the program. The principal (this researcher) initiated the professional development program to prepare the faculty to teach in a modified block schedule. The data collection instruments used in this study included structured interviews with five department chairs in the school, surveys of the teachers in the school, and the researcher's reflective journal of the study including field notes.
The major findings of the study indicate that the implementation of job embedded PLTs positively impacted teacher attitude professional development and increased the dialogue and collaboration among the teachers within the PLTs. Essential characteristics of successful professional learning communities and effective professional development emerged during the implementation. In addition, important insights into instructional leadership were made, including the importance of shared vision, supportive and shared leadership, and the provision of supportive conditions that would facilitate the work of the PLTs.
|School Location:||United States -- Massachusetts|
|Source:||DAI-A 69/04, Dissertation Abstracts International|
|Subjects:||School administration, Teacher education, Secondary education|
|Keywords:||High school, Massachusetts, Professional development, Professional learning communities, Schedule-embedded, Suburban, Teacher isolation|
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