One District's Analysis of Professional Development: District and Ed.D. Student Takeaways

• In Event: 58.077 - District-Driven Problems of Practice: What Can Practitioner-Scholars Learn and How Do Districts Benefit?

Abstract

Objectives

This research investigated the professional development program of one district struggling with a lack of consistency across its various models of teacher professional development. Therefore, three key research objectives were requested: (a) conduct a literature review on research-based best practices of teacher professional development; (b) analyze existing professional development data on job titles and responsibilities in the district; and (c) provide recommendations for methods of streamlining professional development positions and responsibilities within this one district.

Theoretical Framework

This research on professional development was viewed through the lens of Andragogy, or Adult Learning Theory (Knowles, 1970, 1980, 1990). Andragogy advocates for adult learning experiences that are meaningful and relevant to the professional practice of adult learners. Adults bring their own life experiences to professional experiences, and they must recognize their own growth needs in order to be open to change (Knowles, 1980).

Methods and Data Sources

The methodology utilized in this literature review involved probing several databases with various combinations of the following search terms: professional development, best practices, teacher, and professional learning. To conduct the requested data analysis, the number of jobs and job titles of all district personnel providing staff development were analyzed. The first round of analysis involved open or inductive coding (Miles & Huberman, 1994). Emergent themes in job titles and descriptions were identified with no preconceptions. A second round of coding occurred after four emergent categories were identified, and data were lumped based on similar categorical descriptors (Saldana, 2015). Descriptive statistics were used to calculate frequency of various positions.

Substantiated Conclusions

The data analysis revealed that during the 2014-15 school year, there were 142 positions within the district that offered professional development in some degree. Within these positions, there were 101 different job title descriptors. These positions were categorized via qualitative analysis into four titles, which were as follows: 39% Teachers on Special Assignment (TOSA), 41% Instructional Specialists (IS), 9% Coordinators, and 11% Mentors. Based on these results, it was recommended that the district develop a protocol for naming positions, conduct observations of professional development personnel to better understand the specific job duties of each position, and create a matrix to ensure application of the best practices of professional development as highlighted in the literature. For instance, the literature review indicated that job-embedded professional development, such as mentorship and coaching, can increase teacher retention and improve teacher practice (Duchaine, Jolivete, & Fredrick, 2011).

Significance

Beyond benefits to the district in knowledge garnered from this report, completing this district-commissioned project also provided a unique opportunity for the Ed.D. student to learn about true problems of practice within one district. This research opportunity provided an insight into real-life district challenges for supporting and implementing professional development, especially when faced with a large urban district with numerous schools. This applied research learning experience felt relevant and meaningful. Further, the long-term impact of this research directly informed the Ed.D. student’s dissertation topic, which focuses on teacher professional learning.

Author

• Rebecca Smith, University of Portland