Thesis advisor: Robert J. Starratt / This case study examined teacher collaboration and teacher change while in the process of differentiating instruction in the area of mathematics in an elementary school. The project included a two-tier professional development opportunity for the staff. Professional development sessions focusing on specific mathematics skills were offered in lieu of traditional faculty meetings and thirteen, teacher volunteers in grades K-3 participated in bi-monthly study groups. The study describes the journey of the thirteen teachers as they identified successful strategies for differentiating instruction to meet the needs of all learners. The study explored how job-embedded professional development offered teachers the resources and support to meet together during the school day to engage in dialogue about their students' progress, difficulties encountered when teaching specific concepts and skills, and proactively planning in order to differentiate instruction effectively. The study focused on collaboration as a method for learning together in an adult learning environment and improving current teacher practices. The research was qualitative with the school principal as both researcher and participant-observer of the study. Data instruments used for the participants involved in this study were pre- and post-implementation surveys of the entire staff, semi-structured interviews of the thirteen teacher volunteers, observations of meetings, teachers' reflective journals, and field notes. Findings indicated that there was an increase in the teachers' use of differentiated instruction in the area of math. While teachers most often differentiated lessons by ability, teachers experimented with differentiating by interest as well as addressing the students' varying learning styles. In addition, teachers found that the embedded study groups were valuable in helping them to collaborate with their peers and improve their practice in teaching mathematics to all learners. In a profession where continual renewal is necessary, it is essential for educators to be provided with adequate time to review current practices, reflect on the strategies that are most successful, and refine their craft in order to provide opportunities that will maximize student thinking and learning. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

The purpose of this study was to examine the effects of job-embedded professional development, with coaching, on teachers' of ELLs content knowledge and instructional practice in the area of reading and how teachers perceived this type of professional development. Professional development in reading was provided to first grade teachers of English Language Learners at one urban elementary school. The following research questions guided this study: (a) How does job-embedded professional development in reading influence individual teacher's knowledge about reading instruction for English Language Learners? (b) How does job-embedded professional development in reading influence individual teacher's reading instruction for English Language Learners? (c) How do teachers perceive a job-embedded approach to professional development in reading instruction? This study employed a mixed methods design using both quantitative and qualitative data to allow for a comprehensive examination of the phenomenon from various perspectives. Results indicate that teachers changed their content knowledge and instructional practices, and perceived the training as beneficial. Job-embedded professional development offers an effective method for delivery of professional development to teachers of ELLs that meets their diverse learning needs and varying levels of content knowledge and experience. / text

In the state of Texas, instruction in the arts is required from Kindergarten through eighth grade. In many cases, the responsibility for teaching these subjects falls on the classroom elementary teacher despite limited knowledge, experience, and a low sense of self efficacy. This study examined how an online professional development program affected elementary teachers’ use of arts approaches, the attitudes and issues that have a bearing on the use of arts approaches, and teacher learning that occurred as a result of engaging in an online professional development program. An embedded mixed methods design was used that embedded a qualitative case study within a quantitative study in order to compare and corroborate the quantitative findings. Participants, employed at an elementary campus in South Texas, consisted of seven elementary generalist teachers who participated in an eight week online professional development program and six teachers who volunteered to complete a survey only. The central question, “how does an online job-embedded professional development program affect elementary teachers’ beliefs about and use of arts integrated approaches to learning,” guided the study. Seven sources of both quantitative and qualitative data were collected over a ten week period. Themes that emerged from the qualitative data analysis were student outcomes, teacher-efficacy, and external factors. Findings indicate that (1) online formats are a viable form of professional development, (2) a lack of time to plan most significantly impacts the use of arts approaches, and (3) improved access to rich, arts based lesson resources may increase the use of arts in the classroom. This study was significant because it provided insight into the quality of teacher learning and its impact on classroom practice as the result of online professional development.

Traditional models of professional development for teachers are often characterized by formats intended to transmit information for transfer to classroom practice. But it can be argued that one-size-fits-all models do not adequately meet the professional needs of teachers or respect the view of teachers as learners (Hall & Loucks, 1978; Stigler & Hiebert, 1999). More recently, school districts have explored job-embedded approaches to professional development. However, little or no program evaluation has been utilized to gather evidence of their value to practitioners (Guskey, 2000). This study examined the perceived transformative value of an alternate professional development (PD) experience on teacher practice. The study aimed to: 1. Describe teachers' conceptualizations of "teacher practice". 2. Describe the ways teachers perceive their professional development experiences as having impacted their teaching practice. 3. Report teachers' perceptions of effective and ineffective professional development. 4. Identify institutional practices that influence teachers' perceptions of meaningful professional development. 5. Describe the intrinsic and extrinsic factors valued by teachers in a professional development experience. Qualitative research methodology was utilized for this case study. I invited participants from the District Literacy Committee (DLC) to participate in this research, and conducted a cross-case analysis to analyze the experiences of Practicing Teachers (PTs) and Observing Teachers (OTs). My data collection included web-based surveys, artifacts, and two focus group discussions. Results indicated a strong perception that the job-embedded lesson study model had significant impact on teaching practice. My analysis of the data analysis elicited many similarities and some key differences between the two groups. While the OT and PT were similar in their conceptions of effective and ineffective PD, they differed in their conception of teacher practice and what they valued in a PD experience. Both groups believed PD had tremendous potential to impact teaching behaviours. The findings suggest that differentiated learning opportunities are necessary to meet the needs of teachers, and that alternative models of PD such as lesson study deserve consideration. This study has significant implications for those who facilitate PD and those who develop it. / Thesis (Master, Education) -- Queen's University, 2009-04-24 21:26:10.355

As educators search for ways of improving student achievement, it is imperative that focus be placed on teacher learning and development. Currently, the trend in public schools throughout the country is to look directly at students and the deficits they bring to the learning environment when responding to those who find fault with the educational system. The current study directed attention to teachers' beliefs about their ability to affect change in student learning. The study centered on seven research questions that sought to determine: (1) the effect of job-embedded staff development on teachers' sense of efficacy; (2) the effect of job-embedded staff development on teachers' stages of concern; (3) the relationship between teacher efficacy and stages of concern; (4) the status of teachers' level of use of an innovation; and (5) the dominance of teacher concerns prior to and after involvement in job-embedded professional development. Through a mixed methodology approach, quantitative and qualitative analyses provided perspectives from 30 teachers in a suburban North Texas school district on the impact of job-embedded professional development on teacher efficacy, stages of concern, and resulting levels of use of an educational innovation. Quantitative results of two surveys: the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1979) revealed a strong focus on stage 0, awareness, concerns and no statistically significant gain in teacher efficacy as teachers engaged in job-embedded professional learning. Qualitative data were gathered through Levels of Use Focused Interviews (Loucks, Newlove, & Hall, 1975) and revealed more teacher involvement with the innovation than quantitative data suggested. Further investigation into the inconsistencies between dominance of teacher concerns and perceptions of levels of use is warranted.

Professional development is a critical part of school improvement and enhancing teacher quality; yet there is limited literature about how principals design and lead effective professional development systems. The research activities in this qualitative single case study explored the leadership practices at one successful school implementing job-embedded professional development. A conceptual framework relating Hallinger's leadership for learning construct to professional development helped frame the research. Collected data included participant interviews, a focus group interview, observations, and relevant document analysis. These data were analyzed using a general inductive method to identify the prevailing leadership characteristics. The major themes that emerged during analysis were: (a) vision and goals, (b) high expectations, (c) structures and resources, (d) communication, (e) monitoring progress and providing recognition, (f) focused and ongoing professional development, (g) differentiated professional development, (h) trust and professionalism, (i) culture of learning and growth, (j) building capacity, and (k) collaboration. These themes aligned well with the initial conceptual framework. These findings support the concept that leadership for learning may have implications for school leaders trying to implement effective job-embedded professional development.

The New Jersey 2011 Adequate Yearly Progress report revealed that 53% (n = 75) of state schools that failed to meet standards were put on a 'priority school' list. The 2015 priority school list consisted of 66 schools. In response, New Jersey created Regional Achievement Centers to provide collaborative professional development (PD) for effective instruction in the lowest performing schools. The purpose of this transcendental phenomenological study was to explore the lived experiences of priority schoolteachers regarding experiences with past PD initiatives and PD under the current Elementary and Secondary Education Act flexibility waiver focusing on collaborative approaches that include job-embedded coaching and teacher networks. The research questions were germane to attempts to address failing schools through PD. The conceptual framework guiding the study was Fullan's educational change theory in which teachers learn by collaborating with other teachers and coaches. Through snowball sampling, 8 priority schoolteachers participated in semistructured in-depth interviews using an online conferencing tool. Data were analyzed by Moustakas' modified version of van Kaam's method. Participants did not perceive that past PD attempts addressed the needs of failing schools. Key findings regarding job-embedded coaching and teacher networks were that support given by coaches strengthened the participants' instructional practice, and teacher networks enabled the participants to collaboratively learn from each other. Positive social change may occur as district and school officials include teachers in PD planning. Adapting PD in this manner may improve implementation of PD initiatives for classroom instruction to increase student achievement.

Each year, thousands of novice teachers are hired, and within a few years, many of these teachers decide to leave the profession. Job-embedded practitioners, teachers who have yet to fulfill their academic requirements at their universities to become fully licensed teachers and are taking an alternative route to obtain their teaching licenses, comprise a large proportion of those novice teachers. Local and state school districts spend thousands of dollars trying to recruit new teachers to balance high attrition rates. With current teacher shortages nationwide, schools must find novel mechanisms to combat teacher attrition, rather than constantly hiring new teachers to fill vacancies. Increasing teachers’ sense of self-efficacy is vital to reducing the high rate of turnover. The purpose of this qualitative study was to examine the perceptions of novice teachers who are job-embedded practitioners on how prepared they were for employment and how well they believe they are currently doing. Understanding and increasing new teacher efficacy are essential for school districts nationwide. To address this purpose, individual interviews with 10 novice job-embedded practitioners were conducted. These interviews were transcribed and analyzed using thematic analysis. The novice job-embedded practitioners interviewed in this study described their teaching self-efficacy as a work in progress and highlighted key barriers and facilitators to their self-efficacy. They also described benefits and drawbacks of their teacher preparation programs, highlighting curriculum changes that would significantly enhance their self-efficacy.

The purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master*s in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two-semester, job-embedded internship model at one urban high school from not only the resident teachers*, but also designees and stakeholders of the RTP3. Resident teachers participated in the two-semester, job-embedded internship with the support of school site based mentors, school district and school site coaches, and university intern coordinators. The resident teachers participated in all aspect of the teaching process, and were evaluated using the school site evaluation instrument. As part of their internship, the resident teachers were evaluated using the Internship Assessment Summary Sheet. The resident teachers were also asked to participate in Lesson Study. Data were gathered through both qualitative and quantitative sources. To collect qualitative data, interviews were conducted with the resident teachers, school site designees, school district designees and university designees. Each respondent was asked 10 questions developed by the researcher and vetted by experts in the field. The questions were designed to gather perceptions of effectiveness in preparation of the resident teachers, as well as strengths and weaknesses of the model. Recommendations for future use of the two-semester, job-embedded internship model were also gathered. Quantitative data were collected and analyzed using the Internship Assessment Summary Sheet to assess the perception of the intern coordinators. The findings were that the two-semester, job-embedded internship was overall perceived as an effective model in preparing STEM teachers. The model allowed resident teachers to be engaged in the teaching process from the beginning of the school year. The support that was given throughout the internship was beneficial in helping resident teachers with teaching practice. It was recommended that using frequent and actionable feedback should be continued. The one weakness of the model was the need for more pedagogical preparation, especially in the area of classroom management.

Job–embedded coaching, whereby an expert in a particular knowledge domain such as childhood disability, teaching, or special education actively works and collaborates with educators long–term, has been demonstrated to be a successful approach to developing educator knowledge and practice. In consultative models educators may consult colleagues within the school, such as health care professionals and fellow educators, or they may attend professional workshops. However, consultative do not efficiently address how educators can better support students’ learning challenges in daily teaching practice and this knowledge is difficult to attain through traditional short–term professional development. The learning, social, and behavioural needs experienced by children and youth with disabilities frequently stem from underlying complex health care needs and are oftentimes too challenging for educators alone to address. Using a realist evaluation framework––which examines what works for whom and how in a given setting–– this multiple case comparison critically analyzed two separate cases that used job-embedded coaching in Ontario schools to build educator capacity about teaching children with diverse needs within the general classroom. One case was grounded in the rehabilitation model of service delivery whereby the coach was an occupational therapist, and the other case was grounded in education and employed a teacher with training in special education in the coach role. Examining context revealed that factors beyond coaching were responsible for its success. The contexts to which the implementing leaders belonged informed project driver mechanisms (e.g., professional training, designation, perspectives and experiences, model of service delivery) important for service delivery, teacher, coach, and student outcomes. Community mechanisms associated with the environment in which coaching was implemented (e.g., community culture as well as school ethos and school priorities) also were important for all outcomes. The alignment of project driver mechanisms with community mechanisms was important for the way in which service delivery was adopted. Job–embedded coaching is an effective method of professional development and its success is greater when a congruency in beliefs, priorities and culture exists in collaborative partnerships. / Thesis / Doctor of Philosophy (PhD) / As research about childhood disability increases, teachers are becoming more aware that the difficulties students experience at school may be part of an underlying health–related or developmental problem. Teachers attend professional development workshops to learn new skills; yet applying those skills in the classroom is an ongoing challenge. Daily practice and long-term training are more effective ways to develop teaching skills. One way of achieving this is through job-embedded coaching. Job–embedded coaching involves an expert (in this case an expert on disability) who coaches the teacher in the classroom during classroom time about different teaching techniques that will include and benefit all students. This research describes how two separate Ontario research teams (one health-based and one education-based) used job–embedded coaching to improve teachers’ abilities to teach students with a variety of learning needs. In one project, an occupational therapist acted as the job–embedded coach, while in the other project, the coach was a teacher with training in special education. This research compared both projects to learn more about what made coaching work, for whom it worked for, how it worked, and why it worked. The findings of this research showed that reasons beyond coaching alone were responsible for its success. The approach, perspectives, and culture coaches brought to the schools were important and were influenced by the environments to which the research teams belonged. The alignment between coaches’ approaches and culture and the school’s culture and vision was important to the success of coaching as well as to teacher, coach, and student outcomes. Job–embedded coaching as a form of professional development does work and can be improved in the school settings with a shared understanding about students with complex learning needs.