Date of Award
Spring 6-7-2024
Author Requested Restriction
Open Access (no restriction)
Work Type
Ed.D. Capstone Project
Degree Name
Master of Education (MEd)
Department
Education
First Advisor
Dr. Matthew Weinstein
Abstract
This culminating project studies and explores the effectiveness of professional development (PD) programs and their impact on long-term teaching practices and student learning outcomes. By synthesizing existing literature and examining various studies, the research identifies key factors contributing to PD efficacy, including targeted interventions, the importance of continuous engagement, and the role of teacher identity and growth mindset. The findings emphasize the value of diverse PD strategies and collaborative opportunities, highlighting that participation in PD activities, regardless of the level of involvement, yields positive outcomes. The study also underscores the dynamic nature of educators' engagement with PD across different career stages and the need for tailored PD programs that address these evolving needs. The research provides actionable insights for education leaders to design and implement flexible PD initiatives that enhance teacher performance and foster a culture of continuous improvement, ultimately benefiting student success.
Recommended Citation
Mcdonell, zzachary, "Staff Learning as it Relates to Student Learning: A Look at Effective Professional Development" (2024). M.Ed. Literature Reviews. 34.
https://digitalcommons.tacoma.uw.edu/med_theses/34
Included in
Other Education Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons