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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.
