Teaching Teachers: Perceptions of District-Level Professional Development in Metro Nashville Public Schools

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dc.contributor.authorAnderson, Latoya R.
dc.contributor.authorPolk, Brian W.
dc.date.accessioned2019-04-10T14:43:04Z
dc.date.available2019-04-10T14:43:04Z
dc.date.issued2018
dc.descriptionLeadership Policy and Organizations Department capstone project
dc.description.abstractThis report was requested by Metro Nashville Public Schools (MNPS) to examine teachers' perceptions of district-level professional learning experiences in Metro Nashville Public Schools. In analyzing how teachers think about the quality of professional learning and the determining factors related to their engagement, we hoped to make recommendations to help reframe quality, engagement, and impact of MNPS professional development.
dc.description.collegePeabody College of Education and Human Development
dc.description.departmentDepartment of Leadership Policy and Organizations
dc.identifier.urihttp://hdl.handle.net/1803/9415
dc.language.isoen_US
dc.publisherVanderbilt University. Peabody College
dc.subjectMetro Nashville Public Schoolsen
dc.subjectMNPSen
dc.subjectDevelopmenten
dc.subjectSchool Districten
dc.subjectDistrict-levelen
dc.subject.lcshMetropolitan Nashville-Davidson County Public Schoolsen
dc.subject.lcshProfessional developmenten
dc.titleTeaching Teachers: Perceptions of District-Level Professional Development in Metro Nashville Public Schools
dc.typeCapstoneen_US

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