Job-embedded professional development: How school leaders create and support the structures for improved teacher effectiveness
Abstract
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.
Subject Area
Educational leadership|Teacher education
Recommended Citation
Hussey, Maureen P, "Job-embedded professional development: How school leaders create and support the structures for improved teacher effectiveness" (2013). ETD Collection for Fordham University. AAI3559689.
https://research.library.fordham.edu/dissertations/AAI3559689
