THE ASSIMILATION OF BEGINNING TEACHERS INTO AN ESTABLISHED SCHOOL IMPROVEMENT PROJECT: A QUALITATIVE CASE STUDY EXAMINING FORMATS OF JOB-EMBEDDED PROFESSIONAL DEVELOPMENT

Authors

Lynn A. Fuller, University of Nebraska - LincolnFollow

Date of this Version

5-2016

Document Type

Article

Citation

Fuller, L. A. (2016). THE ASSIMILATION OF BEGINNING TEACHERS INTO AN ESTABLISHED SCHOOL IMPROVEMENT PROJECT: A QUALITATIVE CASE STUDY EXAMINING FORMATS OF JOB-EMBEDDED PROFESSIONAL DEVELOPMENT (Doctoral dissertation, University of Nebraska - Lincoln, 2016). Lincoln, NE.

Comments

A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education, Major: Educational Administration (UNL-UNO), Under the Supervision of Professor Jody Isernhagen. Lincoln, Nebraska: May, 2016

Copyright (c) 2016 Lynn A. Fuller

Abstract

This dissertation examined formats of job-embedded professional development that were experienced by beginning teachers at a high-poverty, high-mobility elementary school in the third year of a School Improvement Grant. A qualitative case study was conducted to examine formats of job-embedded professional development that were most useful to help beginning teachers assimilate into an established school improvement project and support gains in effective teaching practices and student achievement.

In an effort to define what good teaching is and how we can support it, this study informs education leaders about the power of instructional coaching as a way to provide support and resources to teachers in their improvement journey. It also supports the allocation of resources to provide opportunities for teachers to work together in Professional Learning Communities. The value of a systematic, well-developed appraisal process for all teachers can also be seen through this research.

The variability provided through job-embedded professional development creates a powerful tool for schools that are dedicated to student achievement and professional learning. This type of professional development is not only valuable to accelerate the impact of beginning teachers, but to strengthen the effectiveness of all teachers. With a focus on high quality professional development, and working to define and increase expectations for the use of effective practices by every teacher, schools can provide high-quality instruction for every child. This increase in instructional effectiveness can have a great impact on student achievement.

Advisor: Jody Isernhagen