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ERIC Number: ED553268
Record Type: Non-Journal
Publication Date: 2013
Pages: 187
Abstractor: As Provided
ISBN: 978-1-3030-4971-2
Job-Embedded Professional Development: How School Leaders Create and Support the Structures for Improved Teacher Effectiveness
Hussey, Maureen P.
ProQuest LLC, Ed.D. Dissertation, Fordham University
This study was an exploration of the steps school leaders take when creating site-based professional support for school-based staff. The objective was to learn the steps taken by school leaders to implement job-embedded professional development practices and to identify the impact those steps had on the teachers, the students, and the school community. Data gathered from interviews, field observations, and documents revealed several key findings regarding successful implementation of job-embedded professional development, including the need for strategic implementation, supportive leadership, and active participation on the part of educators. Although qualitative and quantitative data exist to support job-embedded professional development, much of the data is fairly new. As a result, many of the practices identified as successfully supporting a job-embedded structure are not implemented in many schools; however, schools implementing such embedded professional development structures experienced changes in individual and collective practice. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A