| dc.contributor.author | Anderson, Latoya R. | |
| dc.contributor.author | Polk, Brian W. | |
| dc.date.accessioned | 2019-04-10T14:43:04Z | |
| dc.date.available | 2019-04-10T14:43:04Z | |
| dc.date.issued | 2018 | |
| dc.identifier.uri | http://hdl.handle.net/1803/9415 | |
| dc.description | Leadership Policy and Organizations Department capstone project | |
| dc.description.abstract | This 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.language.iso | en_US | |
| dc.publisher | Vanderbilt University. Peabody College | |
| dc.subject | Metro Nashville Public Schools | en |
| dc.subject | MNPS | en |
| dc.subject | Development | en |
| dc.subject | School District | en |
| dc.subject | District-level | en |
| dc.subject.lcsh | Metropolitan Nashville-Davidson County Public Schools | en |
| dc.subject.lcsh | Professional development | en |
| dc.title | Teaching Teachers: Perceptions of District-Level Professional Development in Metro Nashville Public Schools | |
| dc.type | Capstone | en_US |
| dc.description.college | Peabody College of Education and Human Development | |
| dc.description.department | Department of Leadership Policy and Organizations | |
