The purpose of this qualitative study was to discover the literacy coach's tasks and qualities teachers valued the most and which qualities they valued the least. Knowing those precepts might help one to become a more efficient and valuable resource for both classroom teachers and principals. School visits, focus group interviews, individual interviews, interviews with each principal, and documents from the 3 southwest Virginia schools in 2 districts provided the data for analysis. Teachers' and principals' perspectives of literacy coaching explained both the desirable and undesirable practices and techniques. The 3 schools had been swept into a change process when they received Virginia Reading First funding. They were required to use only scientifically based reading researched programs and strategies. Teachers were required to use new programs, change their instructional practices, use data to drive instruction, restructure their schedules, and rearrange their classrooms. They were required to participate in more staff development and training opportunities. They learned to look at student data and use them to drive their instruction to meet the specific needs of certain students. They learned to use data to assess their own professional strengths and weaknesses and then take action to improve it. The need for change and an effective change agent emerged as teachers needed to match their skills to the increased demands. Research data inspired the recommendations for becoming an effective literacy coach.

The purpose of this study was to research one specific approach to developing and sustaining rural teacher leaders in a high-poverty area with limited resources for teachers. The study investigates The Appalachian Writing Project, a nonprofit organization serving far southwest Virginia and how the AWP has affected rural teachers in educational leadership positions and the resulting impact on educational experiences for students. The participants in this study represent a unique population, composed of certified teachers in extreme southwest Virginia who have completed the Appalachian Writing Project's Invitational Summer Institute (2001-2010) and serve as Teacher Consultants for that organization. Qualitative data were gathered through a survey, interviews, and document analysis for the purpose of identifying and analyzing the variables that lead teachers to: apply to the Appalachian Writing Project, remain active in the AWP, and ultimately become leaders within the orgaizational structure. The research results provide strong evidence to suggest that participants' pedagogical practices are positively impacted as a result of participation in the Appalachian Writing Project, and in the participants' opinion students are positively impacted in terms of student achievement. The study also reveals that Teacher Consultants continue to conduct research in their classrooms after the summer institute and that Teacher Consultants have accepted both formal and informal leadership positions as a result of their inquiry. Finally, the results of the study revealed that the Appalachian Writing Project sustains and supports Teacher Consultants in their leadership positions. Resulting recommendations include encouraging school divisions to consider the Appalachian Writing Project's research findings and contract with the AWP for professional development. Also, school administrators might want to encourage and fund lead teachers who wish to apply to the Appalachian Writing Project's Invitational Summer Institute. Finally, school administrators whose schools include AWP Teacher Consultants might want to continue to support, encourage and fund them within the site and school division. While the study suggests a definite link between teacher participation in the Appalachian Writing Project and student achievement, more research could provide statistical data to link participation in the AWP to improved student achievement.

The demands placed upon stakeholders of the public education system have become more and more compelling with each passing year. With the success of schools and students at stake, it is imperative to examine multiple facets of the public education structure. One of the most important aspects of this process is the development of preservice teachers entering the classroom. This study initially chronicled the history of teacher education and state licensure. Subsequently, standards enforced by the Tennessee Department of Education and National Council for Accreditation of Teacher Education were also explored to gain information about the guidelines and criteria required for accrediting teacher education and licensure programs. Further information in regard to teacher education was examined through current trends and issues that affect classroom teachers. The teacher education program criteria from 6 Tennessee higher education institutions were also reviewed. The purpose of this qualitative study was to examine the perceptions of classroom teachers about effective higher education programs. Twelve K-6 classroom teachers with 5 or fewer years of teaching experience were interviewed to gain insight about the opinions of effective components of teacher education programs. This information was examined to explore specific program requirements. The analysis of the data collected in this study introduced several themes and common patterns. Most commonly, participants expressed the importance of a substantial field experience within the teacher education program. The value of relating content and theoretical approach to the practical application of the classroom was also noted as a priority. Participants reported the most effective teacher education programs as those that formulated a realistic portrayal of the classroom setting. These responses illustrated the significance of a hands-on approach to teacher education training and development.

The purpose of this quantitative study was to provide research in examining the difference in student achievement in reading and math through the quantitative data collection of North Carolina EOG scores for students in third through fifth grade from one high poverty and high performing North Carolina public school district before and after implementation of RtI. The population of this study included all students in the public school system who participated in EOG testing during the 2009-2012 school years in grades 3-5. Data collection was carried out using the North Carolina Department of Public Instruction Testing and Accountability website to acquire North Carolina End of Grade scores for cohort grouped students for school years: 2007-2008, 2008-2009, 2009-2010, 2010-2011, 2011-2012. Each research question had a corresponding null hypothesis. A chi-square analysis was conducted on each of the 6 research questions. All data were analyzed at the .05 level of significance. Findings indicated little difference in student achievement in reading and math EOG scores for students in third through fifth grade before and after district implementation of RtI.

The purpose of this study was to determine if teacher effectiveness, as measured by value-added gain scores on student achievement, was related to the teacher personality characteristics of efficacy and locus of control. The value-added mean gain scores for each teacher were correlated with teachers' scores on the Rand Corporation Efficacy Scale and the Rose and Medway Teacher Locus of Control Scale. A multiple regression analysis was used to determine if these teacher characteristics along with selected demographic variables could be used as good predictors of achievement gain. The population consisted of 132 middle school teachers across five subject areas in one county in Northeast Tennessee. No correlation was found between either teacher efficacy or locus of control and mean gain scores. A statistically significant relationship was revealed between gender and teacher efficacy with females indicating higher scores than males. Pairwise correlational analysis also revealed that mathematics gain scores were significantly correlated with age, college major, experience, and certification. Multiple regression analysis was used to determine the extent to which the demographic variables and the personality variables were related to student achievement. The percent of variance in mathematics scores attributed to teacher age and major indicated that these two variables were good predictors of value-added gains. Neither the demographic nor the study variables entered into the regression formula for the other academic subjects studied.

The introduction of site-based management has had an impact on the operation of school systems in Tennessee; however no one seems to know for certain what that impact was. Findings from this study revealed that there is a basic understanding of the impact of site-based management as perceived by superintendents, board chairpersons, principals, personnel, budget, curriculum, and staff development administrators. Findings also revealed that central office staff and principals, for the most part, perceive that the superintendents and board chairpersons were supportive of site-based management programs. One hundred and eighty-one educators, including board chairpersons, responded to a fifty-four item questionnaire. This questionnaire focused on the following areas: impact, roles, system-wide policies, personnel, relationships, staff development, morale, position authority, curriculum, policy making, budget and support. Using the F-test for analysis of variance, it was determined that significant differences in perceptions existed in the area of understanding the impact, sharing decisions at the school site, boards of education relinquishing policy making authority to the school site, and principals and faculties having control of the curriculum. The remaining eight (roles, system-wide policies, personnel, staff development, morale, position authority, budget, support) had no significant differences in the perceptions of the respondents. Conclusions of the study emphasize that in order for site-based management programs to be successful there must be a dramatic change in the traditional administrative role. Recommendations were extensive training, retraining, and education be provided so that all school and central office personnel and community members understand and have a sense of ownership of site-based management.

The introduction of site-based management has had an impact on the operation of school systems in Tennessee; however no one seems to know for certain what that impact was. Findings from this study revealed that there is a basic understanding of the impact of site-based management as perceived by superintendents, board chairpersons, principals, personnel, budget, curriculum, and staff development administrators. Findings also revealed that central office staff and principals, for the most part, perceive that the superintendents and board chairpersons were supportive of site-based management programs. One hundred and eighty-one educators, including board chairpersons, responded to a fifty-four item questionnaire. This questionnaire focused on the following areas: impact, roles, system-wide policies, personnel, relationships, staff development, morale, position authority, curriculum, policy making, budget and support. Using the F-test for analysis of variance, it was determined that significant differences in perceptions existed in the area of understanding the impact, sharing decisions at the school site, boards of education relinquishing policy making authority to the school site, and principals and faculties having control of the curriculum. The remaining eight (roles, system-wide policies, personnel, staff development, morale, position authority, budget, support) had no significant differences in the perceptions of the respondents. Conclusions of the study emphasize that in order for site-based management programs to be successful there must be a dramatic change in the traditional administrative role. Recommendations were extensive training, retraining, and education be provided so that all school and central office personnel and community members understand and have a sense of ownership of site-based management.

The problem of this study was to identify a validated model of professional development centers (PDCs) for teacher education that could be applied collaboratively by administrators in higher education and the local school systems. A thorough investigation failed to reveal a model. Therefore, a professional development center model was synthesized from the literature, attributes of existing centers, and ideas of East Tennessee educators who were in positions to implement such a model. The examination of centers incorporated both quantitative and qualitative research methodology. The quantitative investigation was a combination of inductive and deductive analysis of responses to a survey form on PDCs that was developed by the investigator. Four centers were visited for the gathering of qualitative data in a naturalistic inquiry. Some quantitative data analyses were conducted by using the univariate method which included frequency counts and simple retrievals. Analyses provided descriptive statistics and percentages of characteristics of each PDC. The quantitative data analyses were synthesized with the qualitative data analyses for a comprehensive theoretical model. The model had ecological and face validity according to local educators and experts on the topic of PDCs. The findings were that PDCs had common goals and utilized a collaborative approach to problem solving and goal attainment among various levels including the school, the local education agency (LEA) level, the institution of higher education (IHE) level, and the state level. PDCs improved communication, trust, and support among teachers within and between schools, administrators, IHE faculty, and the community. PDCs promoted changes in both the IHE and LEA. The results of this study should prove useful to educational institutions in the planning, implementation, and evaluation of PDCs. Professional development centers provide structure for reform in teacher education.

The primary purpose of this study was to investigate the nature of the activities, processes, and structures used to link a teacher evaluation program to professional growth and motivation. A total of 52 teachers in the Johnson City School System, who were scheduled for evaluation during the 1994-95 school year, were selected by both random and purposeful sampling techniques to participate. Data were collected through both quantitative and qualitative methods. Principals of the nine schools involved also participated in the naturalistic inquiry component of the study. Data were analyzed both deductively and inductively. The analysis revealed attitudes, behaviors, and perceptions of those involved in the implementation of a growth-oriented approach to teacher evaluation. What were the reasons for the success or failure of the program? Through data analysis the investigator identified 12 critical elements within four major categories that influence the linking of teacher evaluation, professional growth, and motivation. The four major categories are: characteristics of the culture, characteristics of the administrator, characteristics of the teacher, and characteristics of the process. The 12 critical elements were identified as follows: a trusting environment; collaborative relationships; high expectations of growth; administrators who are facilitators or coaches and resource providers; teachers who are mature, responsible, and self-directed; and a continuous process that is individualized, formative, and structured. Based on the findings, the following recommendations were suggested: (1) assess the culture of the school before implementing the Professional Teacher Evaluation Model, (2) provide training for teachers and administrators, (3) allow teachers to choose professional growth options, (4) identify teachers' level of readiness for self-directive learning, (5) emphasize importance of the principal's role, (6) ensure presence of the 12 critical elements identified, and (7) implement the Professional Teacher Evaluation Model as the professional growth option of the proposed Tennessee State Model for Local Evaluation.

The purpose of this study was to describe the moral purposes of successful teachers. Moral purpose was defined as the values and beliefs associated with serving society and serving individuals other than oneself Key informant interviews were conducted with the 18 finalists for Tennessee Teacher of the Year. Interviewees, were asked four basic questions: (1) Why did you choose teaching as a career? (2) How would you describe your moral purpose in teaching? (3) Has your moral purpose changed over time? (4) How would you describe the teacher's role in society? Data were analyzed qualitatively. Detailed profiles of each of the informants and reports of each interview are included. Conclusions were generally consistent with the literature. Teachers expressed several reasons for entering the profession: (1) working with people; (2) serving society; (3) continuing successful school experiences; and (4) desiring to emulate a significant teacher. Teachers described their moral purposes as related to caring, community awareness, lifelong learning, efficacy, and ethics. The teacher's role in society was described in similar terms. Several other important conclusions are described. First, these successful teachers had a sense of destiny with regard to entering the profession. This sense of destiny demonstrated the degree to which these successful teachers value the profession. Second, they described the importance of teachers serving others as role models. Third, most of the teachers suggested that their moral purposes have not changed very much over time even though students and methodologies have changed. Finally, they described community service as an important activity of the successful teacher. Again, these findings were consistent with the literature describing the dispositions of effective teachers. Recommendations for further research are included along with implications for teacher education and for in-service teachers. A model for devising a moral development plan for teacher education units is presented. Another model describes the process whereby in-service teachers can work to describe and develop their moral purposes. This study provides a detailed analysis of how successful teachers described their profession. The attitudes and beliefs underlying these descriptions are of significance to teachers and to teacher educators.