NotesFAQContact Us
Search Tips
ERIC Number: ED546227
Record Type: Non-Journal
Publication Date: 2012
Pages: 86
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-0317-3
Reforming Professional Development: Focusing on Teachers' Practices
Leach, Laura M.
ProQuest LLC, D.Ed. Dissertation, University of Delaware
The purpose of this position paper was to study professional development, specifically looking at teachers' practices. After problems with a recent charter renewal for a small charter school and conversations with teachers and administration, professional development arose as an area that needed improvement. A model for professional development for teachers and administration at a small charter school was developed after interviewing teachers at the charter school as well as teachers at a nearby elementary school who already participate in peer observations as a form of professional development. Peer observations were identified as a feasible practice to implement at the school in order to enhance professional development, specifically focusing on increased collegiality and increased continuity in curriculum. Peer observations were also identified as a way to create a process that may allow for defining and redefining collective goals and quality among teachers and administration. A budget review was conducted in order to find resources needed for successful implementation, and an evaluation was developed as part of the recommendations for implementing peer observations at the school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A