A Longitudinal Professional Development Initiative in a High-Needs Urban Elementary School

• In Event: 16.059 - Poster Session 2
  In Poster Session: 16.059-12 - Exploring Urban Schools and Classrooms

Abstract

While the teacher has been found to be the most important in-school factor influencing students’ literacy achievement, it is the capacity of the school for sustaining instructional improvement that will determine student success. Therefore, school-wide professional development supporting teacher effectiveness is a primary means of enhancing students’ literacy learning. This article describes a longitudinal, collaborative professional development initiative that is based upon a school-university partnership in a high-needs, urban elementary school. This design-based study illustrates the complexity of school-wide professional development. We found statistically significant growth in student standardized assessment results, positive perceptions of the initiative from teachers, and areas on which to focus moving forward with the initiative.

Authors

• Allison Ward Parsons, George Mason University

• Seth A. Parsons, George Mason University

• Stephanie L. Dodman, George Mason University

• Erin Marie Ramirez, George Mason University

• Melissa Pierczynski, George Mason University

• Leila Richey Nuland, Hanover Research