| dc.description.abstract | This study sought to understand instructional staff perspectives on professional development that was provided or facilitated by the organization and the ways in which school leaders at the site planned for and managed this professional development at a small, independent school. Frameworks that guided the inquiry include features of effective teacher professional development, evaluation of professional development, and systemic improvements. An exploratory, sequential mixed-method was used to collect data and through thematic inductive coding coupled with analysis of quantitative survey data, findings revealed that the staff reported being largely satisfied with their PD but that there was a preference for more collaborative and individualized support. Findings also showed need for further learning and efforts directed towards skills in differentiation and potential for increased organizational support for implementation of this instructional skill. Additionally, staff indicated that their leadership conveyed a vision for the school, but data revealed that the planning processes involved in orchestrating professional development lacked a student-outcome focus or intention. Recommendations relate to both systemizing and regularly evaluating professional learning at both the organizational and individual level as well as the development of a coaching model for professional learning. | en_US |
