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The CADRE Project: Collaboration for development of new and veteran teachers: A multiple case study
Abstract
The purpose of this study was to describe the roles of eight master teachers within the Career Advancement and Development for Recruits and Experienced Teachers (CADRE) Project and explain how their experiences contributed to their continued learning and to the success of the Project. This study was significant because it provided insights into those institutional changes and classroom practices that contribute to the success of the project. Knowing and understanding the factors that contribute to professional growth for both the new teacher and the experienced teacher will assist in improving the Project. The informants shared personal and professional accounts of their perceptions and practices within their role as CADRE Associates. These perceptions and practices were central to the type of inquiry and reflections that led to their professional development. Qualitative research methods were uniquely well-suited to gain a better understanding of the Associate's role. The projected benefits of being a CADRE Associate were for them to grow through professional development opportunities: to develop skills to serve as resource and support to classroom teachers; to develop areas of expertise for staff development, to gain renewed enthusiasm for being an educator; to expand their existing professional knowledge base; to strengthen their teaching skills; and to gain professional competency. This study was conducted and results were written to inform policymakers regarding the professional growth of master teachers. This study specifically addressed policymaker's needs for information about program implementation and effectiveness. Eight themes emerged from the data: (1) managing personal change, (2) professional development opportunities, (3) teaching, (4) mentoring/helping others succeed, (5) renewed enthusiasm, (6) reflection, (7) time management/flexibility of time, and (8) staff development. The themes correlated very closely to the research questions as well as the projected benefits of the program.
Subject Area
Teacher education|Curricula|Teaching
Recommended Citation
Hayes, Karen Leigh, "The CADRE Project: Collaboration for development of new and veteran teachers: A multiple case study" (1996). ETD collection for University of Nebraska-Lincoln. AAI9720797.
https://digitalcommons.unl.edu/dissertations/AAI9720797