University of Southern California Dissertations and Theses

Professional development and its impact on teacher practice

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Professional development and its impact on teacher practice

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Content PROFESSIONAL DEVELOPMENT AND ITS IMPACT ON TEACHER
PRACTICE

by
Jay M. Camerino

A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2009

Copyright 2009 Jay M. Camerino
ii
DEDICATION
Cecilia, we began our journey when we met in graduate school. Our personal
and professional educational careers have blossomed ever since. I would not be
where I am today without you. You have always been there for me and words
cannot describe how much your love and support have gotten me through this
process.
Isabela, although this is a crowning achievement in my life it pales to the
sense of accomplishment you give me everyday as I watch you grow and mature.
You are destined for so much and will make our family proud.
With much love, I dedicate this dissertation to the two true loves of my life.

iii
ACKNOWLEDGEMENTS
I would like to acknowledge and thank Dr. Stuart Gothold, my dissertation
chair, for all of his support throughout this process. This chapter in my life would
not have been completed without the leadership and guidance Dr. Gothold bestows
upon every person he comes in contact with. Dr. Gothold, thank you for not
counting me out and for pushing me to continue to be a change agent. I would also
like to acknowledge my committee members, Dr. Carl Cohn and Dr. Robert Baker,
who encouraged me while being patient in my journey.
I would also like to acknowledge the participants in this study.

iv
TABLE OF CONTENTS
DEDICATION ii
ACKNOWLEDGEMENTS iii
ABSTRACT vi
CHAPTER 1: OVERVIEW OF THE STUDY
Introduction 1
Background of the Problem 1
Statement of the Problem 2
Purpose of the Study 3
Importance of the Study 3
Research Questions 4
Summary of Methodology 5
Assumptions 5
Limitations 5
Delimitations 6
Definition of Terms 6
Organization of the Study 7
CHAPTER 2: REVIEW OF THE LITERATURE
History of Professional Development 8
Federal Law 10
Accountability 11
Local School District 14
Teacher Evaluation and Professional Development 16
Effective Professional Development Program Components and Models 17
Promising Practice 20
Summary 21
CHAPTER 3: RESEARCH METHODOLOGY
Introduction 23
Conceptual Framework 23
Figure 1: Conceptual Framework 24
Research Design 25
Instrumentation/ Data Collection 26
Data Analysis 28
Summary 28
CHAPTER 4: FINDINGS
Introduction 29
Table 1: Summary of Survey Questionnaire Results 30
Response to Research Questions 33
v

Data for Research Question One 33
Data for Research Question Two 39
Data for Research Question Three 47
Summary 57

CHAPTER 5: FINDINGS, CONCLUSION AND RECOMMENDATIONS
Introduction 58
Purpose 58
Summary of Findings 58
Discussion of Findings 60
Conclusion 62
Recommendations for Further Studies 63
References 65
APPENDICES
Appendix A: Survey 68
Appendix B: Teacher Interview 73
Appendix C: Administrator Interview 74

vi
ABSTRACT
The purpose of this study was to determine the impact professional
development has on improving teacher practice. The secondary purpose was to
examine the link a between professional development and school leadership. This
study took place at a high-poverty, high-performing elementary school in southern
California that has made considerable growth according to the California Academic
Performance Index (API) compared to like schools for the past three years.
In this study the researcher determined the impact of professional
development on teacher practice by conducting the following: (1) interviews with
teachers and site administrators; (2) conducting an extensive review of documents
both at the district and site level (3) school observations and (4) administering
surveys to teachers.
The population for this case study included a high-performing urban
elementary school in southern California. The criteria used in selecting this school
was as follows: (a) “high performing” to include a similar school ranking of at least
an 8 as measured by the California Academic Performance Index (API) for at least
three consecutive years, and (b) urban school to include high-poverty, high-minority
student population.
The sample selected for this study is a large year-round kindergarten through
fifth grade urban elementary school in southern California. The school’s diverse
student population consists of the following: Hispanics (70%), Asian (19%), African
American (8%) and other ethnicities (3%).

vii
Research suggests that professional development in the form of
“workshops” alone does not improve teacher practice. The findings in this study
found that targeted and focused professional development together with strong
leadership, teacher collaboration, effective use of specialists and coaches and holding
teachers accountable for implementation of what is learned will result in improved
teacher practice.

1
CHAPTER 1
OVERVIEW OF THE STUDY
Introduction
Schools are faced with a need to change in order to increase student
achievement. There are federal policies, such as the No Child Left Behind (NCLB)
Act, which have placed increased accountability on schools. Under NCLB, there are
requirements on schools to change their practice and improve instruction for all
students. Research suggests that teacher competence plays an integral part in the
pursuit for change. As a result, many educators view professional development as a
means to school improvement and in turn increase student achievement. In 1994,
professional development was included in the National Goals (National Education
Goals Panel, 1995):
By the year 2000, the Nation’s teaching force will have access to programs
for the continued improvement of their professional skills and the opportunity
to acquire the knowledge and skills needed to instruct and prepare all
American students for the next century.

However, according to Sparks (2006) professional development is “viewed by
teachers and administrators as an obligation to be met or an onerous problem to be
rather than a compelling purpose to be served through sustained and focused
learning”.
Background of the Problem
According to Lindstrom and Speck (2004), professional development is a
“lifelong, collaborative learning process that nourishes the growth of individuals,
teams, and the school through a daily, job-embedded, learner centered, focused
2
approach.” However, Loucks-Horsley, Hewson, Love, and Stiles (1998) believe,
“…the traditional ways in which professional development has occurred are
inadequate.” Professional development needs to be designed to “actually contribute
to the lasting change our education system critically needs” (Loucks-Horsley, 1997).
Miller, Wallace, DiBiase and Nesbit (1999), define professional development
as “professional development consists of learning experiences designed to help
teachers and educators help themselves become more effective. In these learning
experiences, educators can learn, develop, plan, practice, and enhance new skills,
knowledge, strategies, and techniques.” Literature suggests that the purpose for
professional development is to promote teacher growth. However, according to
Lieberman and Grolnick (1997), “there is increasing awareness that new forms” of
professional development are needed.
Statement of the Problem
The recent federal accountability reform of No Child Left Behind has placed
added pressure on schools to improve. According to Lindstrom and Speck (2004),
professional development is an “essential and job-embedded component of any
school improvement efforts.” However, authors Lieberman and Grolnick (1997)
suggest much of the professional development in schools “still consists of a series of
workshops, a long term consultant to a district, or de-contextualized staff
development days.”
In addition, according to Sparks (2006), “the quality of teaching often varies
dramatically even within a single school. High-quality teaching for all students can
be realized, if teachers routinely collaborate with the intention of continuously
3
improving their teaching so that all students achieve at high levels. A culture of
continuous improvement in teaching and learning and the structures that support it
requires skillful leadership in schools”.
Therefore, the question exists of whether or not teachers value professional
development as a means to improve. An additional question informs this study,
“What systems are in place in the school to support teacher learning?”
Purpose of the Study
The purpose of this study was to determine the impact professional
development has on improving teacher practice. The secondary purpose was to
examine the link between professional development and school leadership. This
study took place at a high-poverty, high-performing elementary school in southern
California that has made considerable growth according to the California Academic
Performance Index (API) compared to other like school for the past three years.
Importance of the study
Research has shown that offering teachers professional development in the
form of “workshops” will not improve teacher practice. For example, Joellen Killon
and Cindy Harrison (2004) suggest that the “ conventional forms of professional
development – such as conferences, lectures, and mass teacher –institute days – are
unpopular with educators because they are often led by outside experts who tell
teachers what to do and are never heard from again. To be effective, scores of
researchers say, professional development must be on-going, embedded into
teachers’ classroom work with children, specific to grade level or academic content
and focused on research-based approaches. It also must help to open classroom
4
doors and create more collaboration and sense of community among teachers in a
school.”
Much of the research suggests that professional development found in
schools often do not produce the results needed in improving instruction. Learning
new research-based instructional strategies and approaches to teaching is essential in
the development of teachers. However, research shows most districts focus on
bringing in external experts who offer a one-time workshop for teachers. In most
cases, teachers are not given time to collaborate with one another on what is learned
nor have time for on-going discussion about instruction. In addition, districts fall
short on holding teachers accountable for implementation of the new learning.
Schmoker (2006) points out “we have relied far too much, with miserable
results, on a failed model for improving instructional practice: training, in the form
of workshops or staff development.” As a result, a question to be explored in this
study will be, “What is the role of professional development in improving teacher
practice?” This study also sets out to determine the role of professional development
in schools today. This study will be useful to schools in planning professional
development opportunities to better support teachers with their instructional practice.
In addition, this study provides a case for professional development enhancing
school change.
Research Questions
The research questions investigated and analyzed in this study included the
following:
5
1. What is the district’s policy and strategy for carrying out professional
development?
2. How does the school carry out professional development?
3. What factors have shaped this school level effort?
Summary of Methodology
This is a multi-method qualitative case study. This study identified possible
correlations between professional development processes and the improvement of
teacher practice in a high-performing urban elementary school. The data sources
included document reviews, surveys, interviews and observations.
Assumptions
This study was based on the following assumptions:
1. All subjects participating in this study responded honestly to surveys,
interviews and during observations.
2. The data collection instruments yielded valid and complete data.
3. The research design and data analysis procedures for this study were
appropriate.
Limitations
The following limitations were noted in this study:
1. The findings may not be generalized beyond the district in which the study
was conducted.
2. It is acknowledged that individual experiences with a specific school may
influence the responses of certain teachers.
6
3. There were a limited number of subjects surveyed and a short amount of
time available to conduct the study.
Delimitations
The following delimitations were noted in this study:
1. The study is confined to collecting data from one school.
2. The respondents were limited to teachers and administrators representative in
the specific school district.
Definition of Terms
Academic Performance Index (API): - the API measures the performance and
progress of California public schools on the California Standards Test (CST). It is a
numeric index or scale that ranges from a low of 200 to a high of 1000 (California
Department of Education, 2001).
Growth Targets: - the annual growth target for a school is 5 percent of the distance
between its Base API and 800 on the California Standards Test (CST). The growth
target for a school at or above 800 is to remain at or above 800. Actual growth is the
number of API points a school gained between its base and growth years. Schools
that reach their annual targets are eligible for awards (California Department of
Education, 2003).
High Performing Schools: -For the purpose of this study, high performing schools
are schools where the majority of the students are scoring at or above the national
average on standardized tests as compared to similar schools.
Similar Schools Rank: - schools also receive a ranking that compares that school to
100 other schools with similar demographic characteristics. Each set of 100 schools
7
is ranked by API score from one (lowest) to ten (highest) to indicate how well the
school performed compared to schools most like it on the California Standards Test
(California Department of Education, 2003).
Urban School: - defined as a setting due to large numbers of ethnically diverse and
socio-economically disadvantage students (Haycock, 1999).
Organization of the Study
Chapter one of the study presented the introduction, background of the
problem, statement of the problem, purpose of the study, research questions to be
answered, importance of the study, a summary of the methodology, assumptions,
limitations, delimitations and definitions of terms.
Chapter two is a review of the relevant literature. It addressed the following
topics: History of Professional Development, Federal Law, Accountability, Local
School District, Teacher Evaluation and Professional Development, Effective
Professional Development Program Components and Models and Promising
Practices.
Chapter three presented the methodology used in the study. It included the
following: Conceptual Framework, Research Design, Population and Sample /
Overview of School and Instruments. The chapter goes on to describe the
procedures for data collection and the plan for data analysis.
Chapter four presented the results of the study.
Chapter five discussed and analyzed the results culminating in conclusions
and recommendation for further studies.

8
CHAPTER 2
REVIEW OF THE LITERATURE
History of Professional Development
Professional Development to “Correct Deficiencies”
Literature suggests that professional development has moved from what was
considered a means to “correct deficiencies” to that of “promoting teacher growth”
(Smylie, Allensworth, Greenberg, Harris, and Luppescu, 2001). In the mid-1800s,
teachers working in schools were considered “immature” and in “need for better
command of subject matter and of appropriate methods of teaching it” (Richey,
1957). Richey (1957) implied that teachers had little more than the “common
education” themselves, and much of the blame was geared towards the “low quality
of teacher training in normal schools.”
According to Richey (1957), at the turn of the century, “pre-service education
in schools improved and colleges and universities began to play an integral part of
teacher preparation.” In the mid-1920s and 1930s, the primary focus of professional
development continued to move from “correcting deficiencies” to “promoting
teachers’ professional growth more broadly” (Smylie, Allensworth, Greenberg,
Harris, and Luppescu, 2001). Research began to show that the need for professional
development “became even more closely linked with the need for schools to address
new social problems and for teachers to keep up with the growing educational
demands of our rapidly changing culture” (Smylie, Allensworth, Greenberg, Harris,
and Luppescu, 2001).
9
In the mid-1950s, the Educational Policy Commission put the responsibility
on the schools to develop “a broad foundation of education, which is one of the bases
for the miracle of the American industrial economy; know-how of ordinary living in
our complex society; typical understanding of the basic moral commitments of
democracy; moral and spiritual values; and nation-wide understanding necessary for
meeting growing international responsibility” (Hass, 1957).
According to Smylie, Allensworth, Greenberg, Harris, and Luppescu, (2001),
professional development has a “long-standing reputation for poor quality and
ineffective practice.” In the 1940s and 1950s, professional development was
characterized as “a waste of time” and “the slum of American education” (Corcoran,
1995). In 1996, the National Commission on Teaching and America’s Future
“criticized present practice as poorly designed, ill-conceived, and ineffective”
(National Commission, 1996).
In the past few years “the idea of specifically linking professional
development to educational outcomes has emerged from these reform efforts because
teachers are thought to be at the heart of educational improvement” (John, Edward,
Ward, James and Laine, Sabrina, 1999). Authors John, Edward, Ward, James and
Laine, Sabrina (1999) stated “early in the reform movement, states began to focus on
student outcomes without giving adequate consideration to the need to promote
improvement in teaching and teacher development.” States soon began to promote
school development plans to include school improvement, and federal and state
monies were allocated for these efforts through federal (Title 1) and state programs
(John, Edward, Ward, James and Laine, Sabrina, 1999).
10
Federal Law
Federal Law
The most recent federal policy for school accountability is No Child Left
Behind Act (NCLB) passed in 2001. The U.S. Department of Education explains that
in 2002, President George W. Bush signed into law the No Child Left Behind Act,
which reauthorized the Elementary and Secondary Education Act (ESEA), a law first
passed in 1965. The new law ensured that all students, regardless of their
background, receive a quality education. To reach this goal, NCLB refocused
schools for stronger accountability for results, more choices for parents and students,
greater flexibility for states and school districts, and the use of research-based
instructional methods.
No Child Left Behind
NCLB requires that all children reach high standards by demonstrating
proficiency in English language arts and mathematics by 2014 (Abedi & Dietel,
2004). Each school must help all subgroups within a school make continuous
progress toward this goal, as measure by performance on state tests, or risk serious
consequences (Abedi & Dietel, 2004).
The NCLB legislation also requires school districts to provide schools with
strategies and staff development that are “proven effective by the standard of
scientifically based research” (U.S. Department of Education, 2002). Dennis Sparks
the Executive Director for National Staff Development Council stated that legislation
seems to support the use of programs for professional development and he fears that
this would not allow schools to “use the kind of job-embedded, team learning
11
approach which supports effective form of professional learning” (Richardson,
2002). The NCLB Act also requires that every student is taught by a highly qualified
teacher (U.S. Department of Education, 2002).
The Office of the Secretary identifies the challenge that far too many young
people are struggling through school without ever mastering the most essential and
basic skills in reading. On the 2000 National Assessment for Educational Progress
(NAEP), over 85 percent of all fourth-graders in high-poverty scored below the
“proficient” reading level.
According to the Office of the Secretary, the use of scientifically based
reading research has identified the critical components that are essential for teaching
young children to read. As part of the No Child Left Behind Act, President Bush put
forward a new comprehensive effort called Reading First, a $900 million state grant
program which promotes the use of scientifically based research to provide high-
quality reading instruction for grades K-3, in order to help every student in every
state become a successful reader.
Accountability
Program Improvement
The Department of Education cites that in recent years, federal and state
policies have placed increased accountability on schools. The most significant of
such accountability efforts is the federal No Child Left Behind (NCLB) Act. Under
this act, all schools that do not make Adequate Yearly Progress (AYP) on the State
Content Standard Tests are identified as program improvement schools.
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Program Improvement (PI) is a formal designation for Title I-funded
schools and districts that do not make AYP for two consecutive years on the same
indicator (English-language arts and mathematics, Academic Performance Index
(API), or graduation rate). A school is eligible to exit PI status once it makes AYP
for two consecutive years. A school becomes PI if for each of two consecutive
years, the school does not make AYP and it does not make the district-wide API
threshold for the socio-economically disadvantaged subgroup. The API threshold
will increase incrementally from 560 to 800. School districts will be identified for
the first time in August 2004. The schools would exit PI after meeting the API target
for the socio-economically disadvantaged subgroup for two consecutive years or
making AYP for two consecutive years.
There are required services and/or interventions that schools and districts
must implement during each year they are in Program Improvement. These apply
only to schools and districts receiving Title I funds.
Nine Essential Program Components
The California Department of Education have adopted the nine Essential
Program Components (EPCs) to be used as a rating tool to evaluate schools and
districts that are under corrective action because of their continual failure to meet
state-wide growth targets. District and schools create a plan using the EPCs as
guidelines. According to California Comprehensive Center at WestED (2006), the
nine EPCs are “designed to support the improvement of students’ academic
performance in reading/language arts and mathematics. The nine components have
been identified in numerous research studies as key factors for school improvement
13
and for the functioning of schools that are “beating the odds” by demonstrating
success with challenging student populations”. The nine EPCS as outlined by the
California Department of Education (2008) include the following:
1. Use of State Board of Education (SBE)-adopted (kindergarten through
grade eight) or standards-aligned (grade nine through twelve)
English/reading/language arts and mathematics instructional materials,
including intervention materials

2. Instructional time (adherence to instructional minutes for
English/reading/language arts and mathematics (K-8) and high school access
to standards-aligned core courses)

3. School Administrator Training Program- Assembly Bill (AB) 430 (Chapter
364, Statutes 2005) on SBE-adopted instructional materials

4. Fully credentialed, highly qualified teachers and AB 466 (Chapter 737,
Statutes of 2001) (Senate Bill [SB] 472, pending) Professional Development
Program on SBE-adopted instructional materials

Essential Program Component (EPC) #4 has two parts.

a. Fully credentialed, highly qualified teachers by June 2007.
b. Districts provide teachers of English/reading/language arts and
mathematics with the appropriate AB 466 (SB 472, pending)
Professional Development Program through a SBE-authorized
provider.

5. Student achievement monitoring system (use of data to monitor student
progress on curriculum-embedded assessments and modify instruction)

6. Ongoing instructional assistance and support for teachers (use of content
experts and instructional coaches)

7. Monthly teacher collaboration by grade level (K-8) and department (9-12)
facilitated by the principal

8. Lesson and course pacing schedule (K-8) and master schedule flexibility
for sufficient numbers of intervention courses (9-12)

9. Fiscal support
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The general and categorical funds of the school or district are used
appropriately to support the English/reading/language arts and mathematics
program goals in the school plan.

Local School District

School districts have complied with state law and have developed
professional development support for teachers through the Reading First Initiative as
well as the Beginning Teacher Support Assessment Project. One local school
district’s example of the Beginning Teacher Support Assessment Project includes the
following:
Beginning Teacher Support Assessment

The Beginning Teacher Support Assessment Project includes the following
(District, 2002):

(1) Purpose
The purpose of BTSA is to provide beginning teachers in their first and
second years of teaching with a comprehensive program that prepares them
for the demands and realities they face in urban classrooms. The vision of
BTSA Project is to connect exemplary educators with novice teachers in an
effort to provide curriculum and pedagogical strategies, as well as emotional
and psychological support. The BTSA Project is grounded in the California
Standards for the Teaching Profession and is designed to assist beginning
teachers in their abilities to ensure that all students have access to the
standards-based curriculum. The project is based on the Beginning Teacher
Support and Assessment (BTSA) model developed in collaboration with the
California Commission on Teacher Credentialing and the California
Department of Education.

(2) Goals
The goal of the New Teacher/Beginning Teacher Support and Assessment
Project is to provide beginning teachers in their first and second years of
teaching with a comprehensive program that prepares them for the demands
and realities they face in urban classrooms. The goal of this program is to
provide support for approximately 1000 beginning teachers and to see a
minimum retention rate of 92% over two years. This program is funded
through state Beginning Teacher Support and Assessment, Pre-Intern, and
Intern grant funds and through Title II, Part A.

15
(3) Support
The principal provides the administrative leadership for the support program
design and implementation. He/she selects an on-site consulting teacher,
facilitator or teacher to serve as the New Teacher Site Coordinator. This
person is the liaison with the New Teacher/BTSA coordinator and assists the
principal in supporting beginning teachers. The site coordinator is responsible
for conducting regular meetings and/or training sessions for the beginning
teachers and maintaining New Teacher/BTSA records of site meetings,
observations, induction plans, and monthly coach meeting logs.

Reading First

Reading First offers assistance for schools and districts. School districts must
submit applications to receive a Reading First grant. Reading First will provide
support to school districts to apply scientifically based reading research- and the
proven instructional and assessment tools consistent with this research- to improve
reading instruction for K-3 students and to ensure that all children learn to read well
by the end of third grade. State applications undergo a thorough review by an expert
panel, which was chosen by the secretary of education, the National Institute for
Literacy, the National Research Council of the National Academy of Sciences and
the National Institute of Child Health and Human Development of the National
Institutes of Health. Once a district has been approved, the schools are held
accountable to the goals for Reading First.
The California Department of Education outlines California’s Reading First
Plan to include the following:
The first year of the program professional development in reading
instruction will be purchased from the California Professional
Development Institutes or State Board of Education approved AB 466
professional development programs. The curriculum and materials
for these training programs must be pre-approved by the State Board
of Education. Districts may be AB466 professional development
16
providers for themselves and/or other districts, but their curriculum
and materials must first be approved by the State

Districts will be required to include in their Reading First Plan a
provision for “ongoing professional development that builds upon the
skills teacher and administrators have gained in the first year and is
aligned with the curricula,” preferably with the provider of the initial
training.

By Year 2 and 3, the districts will be able to do their own program or
choose to receive their training from the State approved list of
providers and training curriculum. In Year 2, knowledgeable teacher
and staff developers could be trained to participate as instructors.

By Year 3, the district will have many experienced and
knowledgeable teachers in their own district. Therefore, the district
will be able to utilize their own key teachers and staff developers, if
they choose.

The criteria for evaluating the district’s 3-Year Professional
Development
Plan will include attention primarily to the content of the program.
Some required content pieces would need to include (1) focus on the
State adopted reading/language arts program (i.e., all of the essential
components of reading instruction), (2) additional practice on the
research-based instructional strategies, (3) selection, use, and
interpretation of the valid and reliable instructional assessment tools,
(4) study of the scientific research on reading, (5) analysis of previous
year’s student achievement scores on reading, and (6) follow-up
activities during the academic year (e.g., grade level meetings,
monitoring progress of student achievement and instructional
effective, etc.).

Teacher Evaluation and Professional Development
Authors Danielson and McGreal (2000) state the purpose for teacher
evaluation is (1) quality assurance and (2) professional development. These authors
point out that legislators and policymakers “tend to focus on the quality assurance
and accountability aspect of teacher evaluation” while educators think that teacher
17
evaluation should be “designed for the purpose of professional development and
improvement of teaching.”
However, research suggests that many teacher evaluation systems do not serve the
professional development function (Danielson & McGreal, 2000).
Danielson and McGreal’s (2000) book, Teacher Evaluation and Enhance
Professional Practice, sites examples of successful teacher evaluation models that
include professional development as an integral part of the system. These authors
suggest that effective evaluation systems view professional development as a
continuing process.
Authors Danielson and McGreal (2000), explain that schools are
differentiating their evaluation system based on their professional needs. Many of
the schools have different activities and timelines for new teachers as compared to
experienced teachers (Danielson and McGreal, 2000).
Effective Professional Development Program Components and Models
High-Quality Professional Development Components
Lindstrom and Speck (2004) outline high-quality professional development
components as follows: (1) Focuses on learning and sustaining improved student
learning; (2) Emerges from student data and the need to improve student results; (3)
Nurtures collegiality and collaboration among teachers, other staff, and principal; (4)
Develops shared leadership, resources, and inside/outside support; (5) Utilizes
research with a foundation in standards and accountability; (6) Deepens teachers’
content knowledge and teaching practices; (7) Centers on the adult learner through
job-embedded work, options, and learning styles; (8) Requires ongoing inquiry,
18
practice, and reflection to inform practice; (9) Evaluate progress and accounts for
student learning by examining, results.
Research-Based Strategy Instruction

According to Schmoker (1999), professional development must be “devoted
exclusively to proven or research-based methods to ensure student success.” Action
Learning Systems Inc. (2008) has identified instructional strategies proven effective
in improving achievement for all students to include the following:
The strategies are aligned with the California State Frameworks and State
Board of Education-adopted textbooks for grades K-8:
1) Direct Instruction
2) Reciprocal Teaching
3) Expository Text Handling
4) Specially Designed Academic Instruction in English (SDAIE)
5) Balanced Approach to Mathematics
6) Cooperative Group Work
7) Process Writing
8) Complex Instruction
9) Test Preparation Strategies

Characteristics of Promising Professional Development Programs
The Promising Practices: New Ways to Improve Teacher Quality (1998)
report outlines the characteristics of promising professional development programs
to include the following:
• They focus on teachers as central to student learning; yet include
all other members of the school community.

• They focus on individual, collegial and organizational
improvement.

• They respect and nurture the intellectual and leadership capacities
of teachers, principals, and other in the school community.

• They reflect the best available research and practice in teaching,
learning, and leadership.
19

• They enable teachers to develop further expertise in subject
content, teaching strategies, uses of technologies, and other
essential elements in teaching to high standards.

• They promote continuous inquiry and improvement in the daily
life of schools.

• Those who will participate in and facilitate that development plan
them collaboratively.

• They require substantial time and other resources.

• They are driven by a coherent and long-term plan.

• They are evaluated ultimately on the basis of their impact on
teacher effectiveness and student learning, and this assessment
guides subsequent professional development efforts.

Model Professional Development Program
The U.S. Department of Education established in 1996 the National Awards
Program for Model Professional Development to recognize school districts with
outstanding professional development programs (CDE, 1999). Research suggests
effective professional development includes “both strong content and an effective
process for making initial and ongoing decisions” (Hassel, 1999). Hassel (1999)
outlines the common components of the professional programs of the schools and
districts recognized as model programs to include the following:
1. Include participants and organizers in the PD design process.
2. Make a clear plan that includes:
a. How PD supports the school/district’s long-term plan.
b. A PD needs assessments process.
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c. PD goals, including at least the following: improving all
students’ learning, improving teacher effectiveness, setting
high standards for teachers, promoting continuous staff
learning, and enhancing staff intellectual and leadership
capacity.
d. PD content, process and activities and how each supports the
goals.
e. Research that supports the chosen content/process for PD.
f. Resources available to support PD.
g. PD evaluation steps.
3. Share the plan with the school community.
Promising Practice
Professional Learning Communities
Most recently the idea of transforming schools into professional learning
communities has lead to high-performing schools. Schmoker (2006) states
“professional learning communities have succeeded to improve instruction where
typical professional development and workshops have failed”. Schmoker (2006)
explains the fundamental concept of professional development as follows: (1)
Professional learning communities require teachers to establish a common, concise
set of essential curricular standards and teach them on a common schedule; (2)
Teachers use state assessment guides and other documents to help them make
decisions about what to teach; (3) Teachers meet regularly to help one another teach
the selected standards and plan lessons; (4) Teachers analyze lessons created and
21
consult with one another on effective research-based practices that has lead to
improved instruction; (5) Teachers make frequent use of common assessments.
According to Schmoker (2006), Dennis Sparks, executive director of the
National Staff Development Council (NSDC) considers professional learning
communities to be the best form of professional development. Schmoker (2006)
adds, “teachers in professional learning communities share the best of what they
know and explore research-based practices to replicate”. The fundamental difference
between typical professional development given to teachers in the form of
workshops and the concept of professional learning communities is that professional
learning community approach focuses on collective follow-up, assessment and
adjustment of instruction (Schmoker, 2006). Schmoker (2006) cites many examples
of schools that have made considerable gains. One example is Adlai Stevenson High
School who in a five-year period made “immense achievement gains, not with
external staff development” but made these gains with “internal expertise, shared and
refined by groups of teachers” (Schmoker, 2006).
Summary
The link between professional development and school leadership as well as
the role of teachers in improving their own practice is yet to be explored in this
study. As noted, professional development by itself will not improve teacher
practice. There is much to be learned about the value of professional development in
improving teacher practice. Research shows that teachers who participate in
professional learning communities have improved their practice and increased
student achievement. Professional learning community literature suggests the
22
improvement in student achievement is largely due to the fact that teachers plan
lesson together and have on-going collaborative meetings to discuss instruction.
Elements of professional development to be furthered explored in this study
includes: 1) school district’s policy and procedure for professional development, 2)
practice of the professional development process at the school site, 3) link between
professional development and leadership in relation to improve teacher practice, 4)
administrators and teachers perceptions about the professional development process
at the school site.
Chapter three presents the methodology used in the study. It included the
following: Conceptual Framework, Research Design, Population and Sample/
Overview of School and Instruments. This chapter goes on to describe the
procedures for data collection and the plan for data analysis.

23
CHAPTER 3
RESEARCH METHODOLOGY
Introduction
The purpose of this study was to discover the impact professional
development has on improving teacher practice in a high-performing, urban
elementary school. The secondary purpose was to examine the link between
professional development and school leadership. The impact on teacher practice was
determined by answering the following three research questions:
1. What is the district’s policy and strategy for carrying out professional
development for teachers?
2. How does the school carry out professional development for teachers?
3. What factors have shaped this school level effort?
Conceptual Framework
The conceptual framework represented in figure 3.1 represents the factors
studied in this research. The assumption in this conceptual framework is that
improvement in teacher practice will result in higher learning for students.

24

Figure 1: Conceptual Framework: Professional Development and Improved Teacher
Practice

Professional Development

Federal Law
(NCLB)

State Law
(Accountability /Program Improvement)

District Policy & Implementation

Site Implementation

Improve Teacher Practice

Increase Student Achievement
25
Research Design
This case study was a multi-method qualitative study. This type of case
study allows the researcher to use data collection to produce a “rich and thick
description” of the study (Gall, Borg and Gall, 2003). Gall, Borg and Gall (2003)
reasons for using a case study is as follows: (a) produces detailed descriptions of
phenomenon -“thick description” (b) researcher is able to look for themes that bring
order to the descriptive data and (c) provides explanations for phenomena studied-
relational v. causal.
Creswell’s (2003) explanation for using the case study approach includes: (1)
interactive and humanistic with active participation and sensitivity to the participants
in the study; (2) the research question and data collection may change and be refined;
(3) researcher makes an interpretation of the data stating the lessons learned.
In this study the researcher determined the impact of professional
development on teacher practice by conducting the following: (1) interviews with
teachers and site administrators; (2) conducting an extensive review of documents
both at the district and site level (3) school observations and (4) administering
surveys to teachers.
Population
The population for this case study included a high-performing, urban
elementary school in southern California. The criteria used in selecting this school
was as follows: (a) “high performing” to include a similar school ranking of at least
an 8 as measured by the California Academic Performance Index (API) for at least
26
three consecutive years, and (b) urban school to include high-poverty, high-
minority student population.
Overview of School
The sample selected for this study is a large, year-round kindergarten through
fifth grade urban elementary school in southern California. The school’s diverse
student population consists of the following: Hispanics (70%), Asian (19%), African
American (8%) and other ethnicities (3%).
According to the California Academic Performance Index (API) scores, this
school, despite its high poverty and minority demographics, has exceeded its growth
target points and has received a similar school rank score of an 8 on its API for the
last three consecutive years.
Instrumentation / Data Collection
The data collection included teacher surveys, interviews with teachers and
administrators, observations of the teachers in classroom and professional
development activities and analysis of pertinent state, district and site level
documents.
Survey
The survey in this study was developed from a thematic dissertation on
teachers’ perception of the evaluation process to improved teacher practice (Santos,
2005). This survey was proven to be valid and reliable. The survey in this study
demonstrated understanding of the role of professional development in improving
teacher practice.
27
There were four statistical tests performed: 1) Descriptive Statistics which
tested frequencies and means, 2) Factor Analysis tested validity, 3) Reliability
Analysis tested reliability and 4) Pearson Correlation Coefficients which showed
relationships between test items on the survey. The survey collected data on the
following: Policy, School Level Efforts, and Role of the Administrator, School
Culture and Teacher Beliefs.
Interviews
The interview questions were administered to both teachers and
administrators.
The interview questions used in this study shed light on responses from the survey
and school culture.
The researcher interviewed twenty teachers and two administrators. The
researcher interviewed each participant individually. The interviews were audio
taped and a transcriber was used to assist in transcribing the interviews.
Observations
Observations in this study included informal classroom visits, school site
council meetings, grade level meetings, and faculty meeting and professional
development trainings.
Document Review
The researcher conducted an extensive document review of the following:
California Standards for the Teaching Profession, School Effectiveness Plan, School
Professional Development Plan, Program Quality Review, student achievement data,
28
No Child Left Behind, meeting minutes, board policy and district
memorandum/policy bulletin.
Data Analysis
The data was interpreted and analyzed using Creswell’s (2003) six generic
steps. The researcher sorted and transcribed the interview results and typed field
notes. To make sense of the data, the researcher read through all of the data and
reflected on its overall meaning (Creswell, 2003). The researcher coded the data and
created themes (Creswell, 2003). To help make sense of the data, the researcher
assigned each theme a color and highlighted each theme as it appeared in the survey
responses, interview questions, observations and throughout the document review.
Summary
In this case study, the researcher explored the impact of professional
development on teacher practice. Triangulation was used in data collection.
Teachers and administrators’ perceptions about the effects of professional
development on their practice were gathered through surveys and interviews.
The chapter included a description of the research design, population and
sample, underlying conceptual framework, instrumentation and an explanation of the
data collection and the data analysis process. Chapter four will present the research
findings and an analysis of the data.

29
CHAPTER 4
FINDINGS
Introduction
This chapter will present the findings of the study and an analysis of the data.
The purpose of this study was to discover the impact professional development
has on improving teacher practice. The secondary purpose was to examine other
factors that contributed to improve teacher practice. The research findings
answered the following three research questions in this study:
1. What is the district policy and strategy for carrying out
professional development?
2. How does the school carry out professional development?
3. What factors have shaped this school level effort?
The data for this study was collected through document reviews, surveys,
interviews and observations. The researcher reviewed relevant documents related to
professional development from the state, district and school site. The following are
the documents reviewed in this study: California Standards for the Teaching
Profession, Board Policy and District Bulletins, Teacher Contract, School
Effectiveness Plan, School and District Professional Development Plan and meeting
minutes. The documents were organized to determine a link between professional
development and improved teacher practice.
During a staff meeting, 47 participants completed the survey. Appendix (A)
shows the survey used in this study. Table 1 below shows the results of the survey
questionnaire used in this study. There were a total of twenty teachers and two
30
administrators interviewed in this study. The interview questions are listed in
Appendices (B & C). The interviews were audio taped to assist in transcribing the
narratives given by the participants. Classroom teachers were observed in their
classroom and during staff and grade level meetings. Field notes were recorded on
checklists used during observations.
Table 1: Summary of Survey Questionnaire Results
Survey Questions % Strongly
Agree /
Agree
% Strongly
Disagree/
Disagree
Policy: Teacher’s knowledge and perceptions of official documents regarding
professional development process.
1) I am aware of the district’s professional
development plan for teachers.
90 10
2) I understand the district’s professional
development plan for teachers.
78 21
3) I agree with the goals and objectives of my
district’s professional development plan.
83 16
4) I am satisfied that my site administrators are
carrying out the district’s professional
development plan with integrity.
89 11
School Level Efforts: Teacher’s perception of school-based procedures, and
professional development activities that may have led to school improvement.
5) I have multiple opportunities throughout the
year to participate in professional
development activities.
96 4
6) Teachers are encouraged to collaborate on
instructional matters on a regular basis.
95 4
7) I collaborate with others on instructional
matters on a regular basis.
95 4
8) I often meet informally with other teachers
on lesson planning, curriculum development
or other instructional matters.
94 6
9) I have a clear understanding of the
professional development goals for my
school.
93 6
31
Table 1: Continued
10) Teachers have an active role in developing
professional development goals and
objectives.
83 16
11) I am aware of my school’s professional
development plan that has been prepared to
share with the district and school community
at large.
66 34
Ongoing Teacher Supervision: The extent in which the administration actively
participated in a supervision process through observations, data collections,
feedback, goal setting and improvement strategies.
12) The administration frequently observes my
classroom.
94 6
13) My administrators visit my classroom to
observe my teaching for purposes other than
formal evaluations.
94 6
14) My administrator and I often discuss the
instructional strategies I use in my classroom.
89 10
15) I view my administrator’s implementation of
professional development plan as an integral
part of my professional growth.
94 6
16) I have discussions with my administrators
regarding my teaching.
96 4
17) When my administrator visits my classroom,
he/she looks for things that we agreed upon
at a pre-conference.
85 15
18) I am aware of the specific things that
administration looks for when visiting my
classroom.
95 4
19) I receive meaningful feedback regarding my
teaching
Following an observation.
92 8
20) The administrator feedback assists me in
improving my teacher practice.
94 6
21) I am confident in my administrator’s ability
to evaluate my instructional practice.
98 2
22) I am confident in my administrator’s ability
to monitor my instructional
practice.
98 2
23) I believe that my administration’s
supervision of instruction improves my
instructional practice.
90 10
32
Table 1: Continued
24) I see the administration’s supervision of
instruction as non-evaluative and separate
from formal evaluation processes.
72 27
25) Other instructional support staff (e.g.
coaches, specialists) frequently observes my
classroom.
54 46
26) I have discussions with instructional support
staff (not including site administrators)
regarding my teaching.
77 23
27) I believe that other instructional support
staff’s supervision of instruction improves
my instructional practice.
83 17
28) I receive follow-up support as I try to
implement what I learn in professional
development activities.
87 13
29) I believe that my participation in professional
development activities at this school has led
to my professional growth.
95 4
School Culture: Teachers perception of “the way we do things around here.”
30) I am comfortable going to my school
administrators for support.
87 12
31) I am aware of the goals and objectives of this
school.
96 4
32) I believe in the goals and objectives of this
school.
98 2
33) The values of this school are consistent with
my own values.
100 0
34) The goals and objectives of this school have
contributed to our school’s improvement.
98 2
35) I am satisfied with the professional
competence and teaching ability of my
teaching colleagues.
93 6
36) I am satisfied with the professional
competence and leadership ability of the
administration.
98 2
37) I am satisfied with the professional
competence and leadership ability of the
instructional support staff (e.g. coaches,
specialists).
87 13
38) I am satisfied with the professional
competence and leadership ability of teachers
in leadership roles at this school.
93 6
33
Table 1: Continued
39) Faculty discussions regarding curriculum and
instruction impact our school’s ability to
improve.
91 9
40) Teachers have an active role in making
decisions for the school.
53 47
41) Teachers participate in making most of the
important educational decisions in this
school.
46 54
42) There is a great deal of cooperative efforts
among the
staff members.
79 21
43) Teachers have initiated efforts towards
school improvement.
85 15
44) The majority of school improvement efforts
at this school have been initiated by the
district and / or site administration.
90 10
Teachers Beliefs: The teacher’s beliefs that he/she can make a difference in student
learning.
45) I believe that all students can learn. 100 0
46) When I really try, I can get through to most
students.
100 0
47) If a student masters a new concept quickly,
this might be because I knew the necessary
steps in teaching that concept.
98 2
48) When a student is having difficulty with an
assignment, I am usually able to adjust it to
his/her level.
98 2
49) When the grades/ proficiency levels of my
students improve, it is usually because I used
my effective teaching approaches.
100 0
50) I believe that all students can achieve at high
levels.
94 6
51) The influence of a student’s home
environment can be overcome by good
teaching.
81 19
Responses to Research Questions
Data for Research Question One
Question 1: What is the district’s policy and strategy for carrying out professional
development?
34
This question examined the teachers’ understanding of the district’s policy
for professional development. Data for research question one was collected through
review of district documents, teacher survey (questions 1, 2, and 4), and teacher
interview (question 1).
When surveyed, 90% of the teachers responded, “agree” or “strongly agree”
to the statement, “I am aware of the district’s professional development plan for
teachers”. Of those same teachers, 78% of them responded “agree” or “strongly
agree” to the statement, “I understand the district’s professional development plan
for teachers”. Even so, 89% of the teachers responded “agree” or “strongly agree”
to the statement, “I am satisfied that my administrators are carrying out the district’s
professional development plan with integrity”.
When asked during the interview the question, “How would you describe
your district’s plan for professional development?” one teacher responded:
I know that our district does a really good job training a lot of the teachers,
not only beginning teachers but also second year and third year teachers. I
know that new teachers go through a BTSA program where veteran teachers
guide them through behavioral problems or content or questions they have.
For second year teachers, there is a math institute. There is tier III training
for veteran teachers that are going through the Open Court series. Just,
overall, I think the district does a pretty good job at training its teachers, not
just new but middle and veteran teachers as well.

Another teacher stated:
The District professional development for teachers is very thorough. They
definitely want us to be trained well and they give us ample opportunities to
be trained. The district even pays us to attend trainings. I think that they’re
very good about it. We can go on-line, or look in the catalogue and see
what’s available to sign-up for.

Yet another teacher explained the district’s plan for professional development:

35
It’s based on individual needs and there is a catalogue on-line that you can
look at and you can see what they’re offering. And, if there’s something that
you’re interested in, you sign up for that class.

One teacher added:

I think we have a very aggressive professional development plan in our
district. I was just talking to a colleague who’s moving here and I told her,
“You’re going to be a leader in our district because you will be trained well.”
Our professional development is multifaceted, multi-layered and
differentiated. I’m very happy with it.

In reviewing the District’s Professional Development Plan (DISTRICT,
2007), the mission for professional development is as follows:
The mission of the Professional Development Center is to provide resources
and programs that actively engage all members of the school community in
continuous professional growth, designed to increase the success of all
students. Through an environment of collegiality and collaboration, all
employees will have opportunities to increase knowledge, improve
performance, and enhance professional satisfaction.

This plan also includes the vision and commitment of the district as it relates
to professional development as follows:
The district is committed to attaining the goals of the No Child Left Behind
policy. Specifically, the district believes that the quality of the classroom
teacher is central to the improvement of student achievement. The district
believes that ...
•High rates of student achievement are directly related to the quality of
classroom instruction, regardless of the gender, ethnicity, primary language,
or socio-economic status of the student.
•The quality of classroom instruction is dependent upon the content
knowledge, pedagogical skills, and belief systems of the teacher.
•Teachers develop these characteristics through quality pre-service
preparation programs, thorough induction processes, and ongoing
professional development opportunities.

The district’s professional development program outlines five main areas of
focus:

1) Recruitment and hiring
2) Certification/licensure
36
3) Induction/retention
4) Professional development
5) Accountability

According to this plan, the professional development programs are based on
scientifically-based research on high-quality professional development. The high
quality professional development is defined as follows:
1) Content
Is determined by student and teacher needs
Incorporates knowledge of content and teaching pedagogy
2) Process
Is closely linked to concrete classroom practice
Involves opportunities for collaboration with colleagues
Involves opportunities for observation, critique, and reflection
3) Context
Is embedded in the daily routine of teachers
School leaders have the knowledge and skill set to support the
implementation of new teaching content and pedagogy

It was explained in this plan that a variety of data was used to determine a
needs assessment and to create a plan for professional development activities. It is
stated that the professional development program is reflective of this data and that
together with the district’s plan for the new curriculum adoption an effective
professional development program was created for the district (District, 2007). It
was explained that the specific sites align their professional development plan to
their specific student and teacher needs as well as with the district focus. There is a
catalogue and a training calendar available for all employees via the district
webpage.
The district’s professional development plan explains specific staff and
training comprised in the district. The district utilizes curriculum staff and coaches
to support its professional development efforts at the district and site level. The
37
district utilizes coaches in the following subject areas: English, history, science,
mathematics, elementary literacy, literacy intervention programs, and English
Language Development (District, 2007). In addition, the district has outlined a
Leadership Development Plan in four main areas:
1) Teacher Leadership
2) Aspiring Principals
3) Induction
4) In-service

It was explained that the K-12 Leadership Development Plan strategically offers
developing leaders, aspiring leaders and current leaders opportunities to continually
develop their leadership skills (District, 2007). The professional development
programs offered for each group is targeted and specific to their needs. The
following are some of the professional development opportunities outlined in this
plan for each leadership group (District, 2007):
Teacher Leadership (Teacher leaders with or without Administrative
credential)
The Teacher Leadership component of our work is focused on the creation of
a Teacher Leader Certificate Program that will support distributed leadership,
a key aspect of a high performance learning culture. Teacher Leaders will
earn a certificate as a leader by attending specific courses that are designed to
support their role in: facilitating meetings with grade levels or departments,
leading data analysis and/or the analysis of student work, and honing their
presentation skills in preparation for serving as a leader in professional
development at their site. In addition to the topics noted above, Department
Heads in middle and high schools, who typically dedicate a portion of their
time to supporting the instructional capacity of the teachers in their
departments, will benefit from learning about the impact that teacher led
walkthroughs can have on the implementation and monitoring of professional
development.

Induction (Principals and Vice Principals who are in their first three years of
Leadership)
The Induction of new administrators is a targeted and specific support system
designed to follow new administrators through their first three years as
38
District leaders. All principals in their first three years are supported
through personal coaching that includes goal setting aligned to school data,
professional development aligned to school and personal needs, targeted
school support, specialized Inservice including budgetary alignment and the
opportunity to build a cohesive school plan that addresses the need to close
the achievement gap in their school building as well as accelerate student
achievement of English Language Learners. Through the K-12 leadership
Development Plan, once principals are beyond their first year as principal,
their school teams will be offered training to support the specific work of the
principal. Vice/Assistant Principals new to their role will receive required
training in core areas (i.e. Evaluation) as part of Induction.
In-service (All K-12 Administrators and Central Office Administrators)
The in-service component of K-12 leadership development has three aspects:
K-12 Principals’ Leadership Institute, leadership/content area training that is
open to ALL district administrators and Evaluation Certification training that
is required of ALL K-12 district leaders. The underlying premise of in-
service is to provide equal access to district training for leaders, regardless of
the level at which they currently serve. (1) All Principals participate in the K-
12 Principals’ Leadership Institute. This Institute uses SREB’s leadership
curriculum as its foundation and integrates other aspects of district reform
work and/or initiatives whenever possible. During the fall of 2005, at key
intervals within the SREB training module, creating a High Performance
Learning Culture, Baldrige tools and the district’s Strategic Plan were
inserted as training components to reflect the alignment of this core district
work. (2) Instructional leadership and content area training will be offered for
ALL administrators. Courses are developed as a result of a needs assessment,
district teacher training, district data that illustrates where leadership needs
are most present and as a result of input from executive staff. (3) Training
associated with the certification of all administrators as district Evaluators
comprises the third aspect of Induction. In order to create an effective and
consistent district-wide evaluation system, all administrators are required to
certify their proficiency in five areas related to evaluation. Through in-
service, a set of optional trainings is held for administrators who need skill
review or training in any of the areas necessary to certify. In-services are held
on duty time as well as after hours to meet the variety of needs associated
with school schedules.

The new teacher induction plan and support for beginning teachers is also
outlined in the district’s Professional Development Plan. New teachers are required
to attend the following district training as outlined in this plan (District, 2007):
1) Essential Elements of Effective Instruction
2) Basic Literacy Training
39
3) Math Institute
4) Content Institutes and Textbook Trainings
5) Open Court Monthly Support Trainings

In addition, the PAR and Assistance program is also outlined in the
Professional Development Plan. The areas of support listed for teachers includes the
following (District, 2007):
Classroom Management
-Lesson Design
-Time Management
-Organization
-Instructional Strategies
-Content/Grade Level Expertise

Opportunities for Enrichment:
-Action Research Groups
-Book Study Groups
-7 Habits of Highly Effective People
-Critical Friends (looking at student work with peers)

Data for Research Question Two
Question Two: How does this school carry out professional development?
The intent of question two was to determine the strategy and process for
professional development at the school level. This question allowed for an
examination of how professional development is carried out at the school level. Data
for research question two was collected using document review of professional
development procedures (School Effectiveness Plan), teacher survey (questions 5, 9,
10), and teacher interview (question 4, 5, 6, 7, 8).
In reviewing interview and survey responses there was an overwhelming
sense of professional development occurring at the site level. When asked the
question, “I have multiple opportunities throughout the year to participate in
40
professional development activities,” 96% of the teachers responded
“agree” or “strongly agree”. In addition, 93% of the teachers surveyed
responded “agree” or “strongly agree” to the statement, “I have a clear
understanding of the professional development goals for my school”.
Principal’s Role

The teachers explained that their principal was instrumental in carrying out
the professional development plan for their school. According to the teachers, he
used on-site and district coaches and specialists as well as outside consultants to
support them in the classroom. Teachers explained that their principal held them
accountable for professional development implementation by having them sign up
for classroom observations right after professional development was given to them.
The principal explained the classroom observation to include the following:
After a professional development training, teachers are given a time that both
the principal or vice principal will observe each teacher implementing the
training received. During the observation, I provide the teachers with a
checklist of the things that are going well and the next steps for them. I also
make myself available to teachers who want me to demo a lesson for them.

During the interview, one teacher mentioned the following as it related to the role of
the principal:
Our principal has sign-ups for all teachers and sees if there’s anything to give
feedback following a training session. Some of the observations are random
while other teachers know ahead of time and can prepare for the classroom
visits.

Still other teachers explained the key to professional development implementation as
follows:
Well, there’s never a wasted staff development. If we’re going to be trained
on something, we’re going to see it modeled. We’re going to do it. Our staff
41
development is in a mini-lesson format and then there’s always a follow-up
observation by an administrator. The principal is either in a coaching
position or in an observing position. It’s always very clear which hat he is
wearing when he walks into our classrooms.

Teachers explained the role the principal has taken is that of an instructional
coach. When asked, “What types of interactions do/have you engaged in with
administration, colleagues and other educator regarding instruction?” two teachers
responded:
Like today, I got one. Our principal came in to watch me confer with writing.
I was conferring with one student when I finished the principal pulled me to
the side and told me what I was doing well and what I need to work on. So
then I went to the next student and made sure that I touched on every single
thing that he wanted me to improve on and I feel much more confident in that
now.

Well, the administration is participating in it right along with us. So you
know whatever I am learning, he is learning right along with us and
practicing as well. We all get better together.

Real time Coaching
The principal explained that he elicited the support of outside consultants to
train his teachers with the Columbia Writing Project and the use of Kagan
Cooperative Learning. He explained these outside consultants served as “real time”
coaches for teachers. In a “real time” coaching session, a grade level might be
released from class to observe the outside consultant teach a group of students in the
classroom. The teachers were able to ask questions of the consultant as her lesson
was being taught or after the demonstration lesson. During a “real time” coaching
session, the principal and outside consultant might also walk into a classroom and
stop a lesson to coach the teacher on successful implementation of the training given
42
to the teacher. In response to the support the consultants serve at the school site,
one teacher responded:
With Kagan, we do a lot of group activities and partnerships where the kids
are helping each other that we learned by our Kagan consultant. In writing
workshop, we’re using a lot of mini-lessons, and using things that Columbia
consultant has taught us. She does examples for us during real time coaching
opportunities.

Another teacher stated:

You know, if you’re going to bring in people from Open Court, Kagan or
from the Columbia Writing Project, that’s what we do. It would be irrelevant
if they brought someone else with a different type of program then it
wouldn’t work to our advantage. It would, in fact, hinder our teaching. So I
think that a lot of times the principal here thinks of us in terms of what’s
going to better my staff. To bridge that gap, he has done a good job
providing us with those kinds of workshops and staff development days.

Staff and Grade level Meetings
It was clear from teachers and administrators that there was no wasted time for
teachers. All staff and grade level meeting times include professional development
trainings as well as grade level collaboration on improve teacher practice or student
achievement results. Excerpts taken from teachers’ responses as it relates to staff
and grade level meetings is as follows:
There’s never wasted time. I’ve been to schools where you go to a staff
meeting and you wonder why you’re there. If we don’t have an agenda, we
don’t show up. We don’t have a staff meeting, we have a planning meeting,
so and I think this is the difference. Our principal has set up teams to be the
voice of the teacher. He has an instructional leadership team and he also has
a cabinet meeting where little gripes that may not seem important can be
brought up by the staff, there is no time taken up during staff meetings. I
appreciate that.

The strength is what I said before we receive professional development
during our meetings. Another strength is having time to meet with my grade
level.

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… When we do our meetings, grade level meetings, we are always talking
about what’s been going on in the classroom.

The principal also takes the opportunity to build capacity among his teachers
by having them train each other. One teacher included the following comment in
regards to building capacity among the staff as follows:
We have a leadership team and an instructional leadership team that comes
up with the professional development needed in our school. The principal
builds enough capacity here so that teachers can become leaders and even
train other teachers. I have been a part of this leadership team and I know
that I have grown in my own leadership.

Other teachers mentioned their own experiences as follows:

I did a buy-back day for non-fiction. So, I really enjoyed it. I learned a lot
from it. It was enjoyable for me to stretch in an area and I had a really good
experience with that.

Well, we do demonstration lessons for each other, and that works for teachers
and for coaches and for administration. So we’re always interacting. I
demonstrate lessons for new teachers all the time. It is rewarding because I
learn from them too.

Focused Professional Development
The principal explained that over the past five years he maintained a focus on
providing teachers with the Columbia Writing Project and Kagan’s Cooperative
Learning strategies. In addition to these targeted trainings, he balanced offering his
teachers trainings in the district focus areas of Math, Baldrige, Open Court and
Essential Elements of Effective Instruction. As a Reading First school, he explained
that many of the trainings and coaching opportunities for his teachers have been in
the area of Open Court, the adopted District’s English Language Arts program. Part
of having this Reading First grant initiative at this school was having two full-time
Reading First coaches to support teachers with the full implementation of Open
44
Court. As a result, teachers used the district pacing chart for Open Court and were
trained by the district and Reading First coaches in each component of Open Court.
In review of the interview question, “What elements of the professional
development process are effective in improving teacher practice?” the following
excerpts were taken from teachers’ responses:
Cooperative Learning. Also the new one, Baldrige training, the district
offered this year. We also have an open door policy when it comes to our
principal supporting us. If we need help we can ask for it and we’ll get it.

Well our principal is big on writing and we’ve had a lot of staff development
with the Columbia school of writing and an expert comes to our school and
models good lessons for us and gives us lots of ideas. This has been done
every year since I’ve been here. There is also a lot of staff development on
site like cooperative learning that has been great for us to take back into our
classroom. I’ve seen great results with that just helping the English language
learners acquire English as well as helping us manage behavior problems.

Coaches and Specialists
Coaches and specialists are used to support the teachers in the classroom and
to provide targeted professional development for teachers. One teacher stated:
Coaches link the professional development we get to classroom and they are
usually ready to support us in the areas that we need help with. So if there is
something that we are having a problem with, they will find resources and
bring them in to help us.

Another teacher responded:

…it’s very common that one of the specialists will come in to model a lesson
for us if we need it. All we have to do is ask and they will find a way to
release us or let us go watch someone.

The principal mentioned that coaches and specialists support students and
teachers directly in the classroom. The principal explained that after professional
development is offered to the teachers the administrative staff, Reading First coaches
45
and Reading Recovery specialists support the implementation of the professional
development by working with specific grade levels or individual teachers. The
principal further explained the support from the coaches and specialist is critical to
the success of the professional development given to teachers.
Professional Development Plan
When surveyed, 83% of the teachers responded, “agreed” or “strongly agreed”
to the statement, “Teachers have an active role in developing professional
development goals and objectives”. Teachers provided a response to the question
asked, “What are the strengths and weaknesses to the professional development
process at this school?” during the interview in the following excerpts:
The strengths include that we as teachers have input in the professional
development plan for our school. For instance, right now we are working on
the whole next year. We have it mapped out. We are looking at professional
development in the area math, reading, and science and we have plugged
them in with trying to space them out so that the teachers won’t be
overwhelmed, but they will still gain in their knowledge.

The strengths are that we have monthly third grade meetings and then we
meet by tracks as well. All teachers in a single track will work together to
plan and work out how they want to do certain disciplines or whatever the
curriculum is. They go by tracks now and it’s much easier that way. In this
way, everybody in the same track is on the same timeline and page.

The curriculum and instructional strategies are explained in the school’s
School Effectiveness Plan as follows:
Curriculum/Instruction
•Curriculum and instructional activities are aligned with California Content
Standards.
•Effective methods/strategies are based on scientifically based research.
•Reading First Grant and Open Court curriculum and personnel will support
the reading program at our school.
•Students will recognize, distinguish and understand genre differences in
order to construct meaning from a wide variety of texts.
46
•Students will develop and extend vocabulary through effective strategies.
•Teachers will activate students’ background knowledge and recall previous
experiences to construct meaning through the use of such things as realia,
journal and multimedia resources.
•Students will use appropriate comprehension strategies such as prediction,
generating questions.
•All English Language Learner students will receive Specially Designed
Academic Instruction in English (SDAIE) instruction to ensure
understanding: use of comprehensible input—slower speech rate, clear
enunciation, controlled vocabulary, association with prior knowledge and
modeling: use of contextual clues—gestures, graphs, visuals, manipulative:
student centered, hands-on and cooperative group activities, and frequent
checks for comprehension.
•Student receive differentiated instruction through small group mini-lesson.
•Teachers will use Kagan structures to ensure equal participation, positive
interaction, individual accountability and simultaneous interaction.
•Teachers will use Open Court and other district created support guides and
pacing charts.
•The Columbia Writing Project is used as an instructional base for using
effective teaching strategies that emphasize qualities of good writing which
include: genre type, structure of writing, conventions and use of language.
•Teachers will use the conferring process to give appropriate instruction and
support to the individual needs of students.
•Teachers use Houghton Mifflin Mathematics Program and the district
developed pacing guide for each grade level.
•Teachers will provide a balanced instructional program where students
become proficient in basic computational and procedural skills, develop
conceptual understanding and become adept at problem solving.
•Student will have a deep understanding and experience in all the
mathematics strands, Number Sense, Algebra and Functions, Measurement
and Geometry, Statistics, Data Analysis, and Probability and Mathematical
Reasoning.

In response to the interview question, “How are school site decisions made?”
one teacher responded:
From the top and also we now have leadership roles. We have lead teachers
so those lead teachers aren’t specific subject areas. We also have lead
teachers in curriculum. So we’re bringing them all together to make
decisions. We have a leadership team that meets usually twice a month who
make decisions for the school with teacher input.

Another teacher responded to the same question as follows:

47
I think administration tries to get teacher input as much as possible. They
really try to empower the teachers. They have a leadership committee and all the
different group committees in the content areas. So, it’s definitely everybody
who decides and administration tries to get feedback from everybody.

Data for Research Question Three

Question 3. What factors have shaped this school level effort?

The intent of this question is to determine the factors that have led to the
success of the school. Data for research question three was collected through a
document review of the following: School Accountability Report Card, School
Effectiveness Plan and meeting minutes. The data was also collected through
teacher survey (questions 6, 7, 12, 13, 14, 16, 18 through 23, 27, 28, 36, and 37);
teacher interview (questions 5, 7, 8, 9, 11, 13, 16, 29) and administrator interview
(questions 3 and 5) and school observations.
The teachers and administrators concluded that professional development at
their site has supported student achievement and helped improve teacher practice.
When asked, “I believe that my participation in professional development activities
at this school has led to my professional growth”, 95% of the teachers responded,
“agree” or “strongly agree”. Excerpts taken from teacher interviews explained how
the professional development they received in Kagan’s Cooperative Learning
research-based strategy and the Columbia Writing Project has directly supported
student learning as follows:
All of Cooperative Learning techniques we have learned have been great.
The Kagan structures that we have learned have really helped my students
succeed. I really like the team building activities and all that because it has
really made an impact on the kids knowing they were responsible for their
learning.

48
Cooperative learning has helped my students a great deal. I also know that
writing has helped my students. I could really see students’ writing improve.
When I go back and re-read some of my students’ papers, I see the difference
in the strategies and crafts that they use. It’s a great tool that has a large
student benefit.

I think we looked at active involvement of students through Kagan
Cooperative Learning we have been able to implement that and fine tune it so
now the teachers see it, it’s part of their delivery system. We have also
incorporated, through Columbia Writing Project, the mini lesson. The mini
lesson has allowed teachers to get in and out of instruction in a quick way so
that the teacher and students know the format.

Themes
In addition to the focused professional development and the use of coaches,
five themes surfaced from the data analysis that has contributed to the school’s
results. The themes resulted from the researcher’s examination of the data through
the school site interviews, surveys and observations. The themes that emerged in
this study included strong instructional leadership, targeted researched-based
professional development, fidelity to a district adopted textbook adoption and pacing
chart, direct coaching support for teachers and teacher collaboration. Further
discussion of each theme will be explored in research question three.
Strong Instructional Leadership
When surveyed 94% of the teachers responded “agree” or “strongly agree” to
the statement, “The administration frequently observes my classroom”. In addition,
94% of the teachers responded, “agree” or “strongly agree” to the statement,
“Administrators visit my classroom to observe my teaching for purposes other than
formal evaluations”. Teachers interviewed recognized that the strong leadership in
this school comes from their principal. When asked during the interview, “Where
49
does the leadership come from at the school site?” one teacher responded the
following:
I think it comes from our principal who is such a strong leader. He is a
strong instructional leader. He has vision for our school and works with all
of us to achieve our highest potential. He has really done that gradual release
of responsibility and he empowers the whole staff.

The researcher found that teachers considered their principal to be a strong
instructional leader who frequently observes their practice and provides them with
appropriate feedback. The survey results found 94% of the teachers responded
“agree” or “strongly agree” to the statement, “The administrator feedback assists me
in improving my teacher practice”. In addition, 92% of the teachers surveyed
responded “agree” or “strongly agree” to the statement, “I receive meaningful
feedback regarding my teaching following an observation”. As well as, 95% of the
teachers responded “agree” or “strongly agree” to the statement, “I am aware of the
specific things that administration looks for when visiting my classroom”. As a
result, excerpts taken from the interview question, “What types of instructional
feedback are you given?” are as follows:
Well, when the principal comes in to observe us he gives us feedback on
what we did well and maybe something we can improve on. We constantly
talk about instruction.

Like I know our principal is always like, “what are you doing? How are you
helping this child?”

If someone comes in and watches me, then the administrator will talk to us or
give us a written analysis of what we did and then he gives us suggestions.
We try to implement it. We get feedback all the time.

50
When asked, “What types of interactions do/have you engaged in with
administration, colleagues and other educations regarding instruction?” one teacher
responded:
The administrators at least here have an open door policy and I go in and ask
questions or when I need help with something and I know that the
administration is always around to help us.

Furthermore, when asked, “I have discussions with my administrators
regarding my teaching” 96% of the teachers responded “agree” or “strongly agree”.
When surveyed, 89% of the teachers responded, “agree” or “strongly agree” to the
statement, “My administrator and I often discuss the instructional strategies I use in
my classroom”. The principal often serves as an instructional coach for the
teachers. During the interview teachers stated the following:
Well we’ve had a lot of training when we started the Open Court program.
We were expected to implement and get a lot of training. We were not just
thrown in to do it by ourselves. It has been great having all the different
trainings and when our principal comes in and coaches us more on it, that’s
always nice too because then it clarifies everything we are confused on.

I can go to our principal at any time and talk about my teaching. He always
offers me feedback and suggestions.

Our principal will do good initial training. I think we follow-up the training
with coaching sessions. We follow up with the principal not in an evaluative
mode but we follow up in a coaching mode. He coaches teachers but they
know they are going to be expected to implement.

The researcher found that teachers considered three major factors
contributing to their success was the fact that their principal incorporated the
following: 1) accountability for implementation of new learning, 2) monitoring and
supervision of instruction and 3) holding high expectations for teachers. When
surveyed, 90% of teachers responded, “agree” or “strongly agree” to the statement,
51
“I believe that my administrator’s supervision of instruction improves my
instructional practice”. Still, 98% of the teachers responded “agree” or “strongly
agree” to the statement, “I am confident in my administrator’s ability to evaluate my
instructional practice”. As well as, 98% of the teachers responded “agree” or
“strongly agree” to the statement, “I am confident in my administrator’s ability to
monitor my instructional practice”. The following statements taken from teacher
interviews also supports the researcher’s finding of the three major factors
contributing to the teachers’ success of professional development implementation:
1) Monitoring & Supervision of Instruction:
We have our principal who comes in our classrooms daily and monitors us,
not in a bad way, just to provide us with feedback and say, “Hey, you know
what, keep this little bit” or “You forgot this component” so that way we are
monitored for practicing what we’ve learning.

Our principal has us sign-up for classroom observations so that he can
supervise and monitor our implementation of the professional development
given to us. He comes to our classroom daily and makes sure we are using
what was taught to us in our classroom. He also monitors us in working with
our grade level to plan lessons using the strategies that were taught to us.

2) Accountability:
I think one of the strengths is that we have so much professional development
and our principal holds us accountable for it. I think that we’re given a lot of
strategies to pick and choose from, but they’re specific ones that, you know,
have to happen.

Our principal raises the level of accountability very high. He always checks
up on us and he always makes sure you’re implementing what you’ve been
asked to implement.

Because the teachers are provided with a lot of opportunities for training, our
principal is good about coming in and holding the teachers accountable.
Because I think if they weren’t held accountable, they wouldn’t do it, but
that’s what makes you know, our teaching better.

52
3) High Expectations:
I think it’s a big part of it. Once we get training, we’re expected to use it in
the classroom and we are followed-up on.

When there is a staff development and there’s an expectation for you to go
actually try it. And then administration comes to your classroom and expects
you to at least try one of the things that have been talked about.

We expect our students to achieve at the highest level. Our administrators
expect us to achieve at the highest level. And the students expect themselves
to achieve at the highest level so the expectation here is for excellence no
matter where you are and the administrators expects the highest level of
themselves as well.

Targeted Researched-based Professional Development
The School Effectiveness Plan explained the school’s goals for reading,
writing and math. This document supported the findings that the teachers have
received targeted scientifically research-based professional development. Below is
an excerpt taken from this plan:
Our focus is to create a highly trained staff that can provide a strong
instructional program. The curriculum will provide students with literacy
tools necessary to be proficient readers and to develop students’ personal
capacities to enjoy and appreciate reading. Students will use appropriate
comprehension strategies at their instructional reading level.

Resources
Teachers will receive staff development in the following: Cooperative
Learning, Thinking Maps, Cueing Systems, Understanding Poverty,
Workshop Activities, and Columbia Writing Project

When asked the statement, “Explain your school’s plan for professional
development and its link to the school’s success,” the principal responded the
following:
Our plan consists of training teachers with the most recent research-based
strategies available. We have a systematic approach. Our things are done
over a long period of time. I have kept the professional development focus in
two areas: the use of Kagan Cooperative Learning and Columbia Writing
53
Project. We all know that things that are done over a period of time are not
completely finished and usually do not provide results. You need some
continuity.

When asked the same question one teacher responded:
This past year, I’ve been on the leadership committee, so we’re going to be
focusing on conferring with students in writing this year, so I will be
involved in a lot more of the in-services. I’ve done a couple of in-services in
the past and am looking forward to this during the year.

Fidelity to a District Adopted Textbook Adoption
The researcher found that as a Reading First school, teachers are expected to
use the district’s Open Court English Language Arts materials to fidelity as part of
this grant. Teachers received extensive training in Open Court and use the district
pacing chart and resources to fidelity. The school received two full-time coaches
whose main job was to provide teachers with direct support in the classroom. They
coached teachers and provided them with needed professional development in Open
Court. One teacher added during the interview:
…and all the things we’ve done with Open Court, giving us a lot of training
on how to apply things in the classroom, was truly helpful to all teachers. We
became better teachers of reading.

Direct Coaching Support for Teachers
Teachers reflected upon the support they received in the classroom through
the direct coaching from the Reading First coaches and the Reading Recovery
specialists as impacting their practice in the classroom. Of the teachers surveyed,
87% responded, “agree” or “strongly agree” to the statement, “I am satisfied with the
professional competence and leadership ability of the instructional support staff”.
As well as, 87% responded, “agree” or “strongly agree” to the statement, “I believe
54
that other support staff’s supervision of instruction improves my instructional
practice”.
Many teachers were able to express the support given to them by the school
coaches and specialists in the following statements taken from their interviews:
I have gone many times to a trusted specialist to ask them for help in their
understanding of something or in planning my lessons. They are always
willing to come into your classroom and do a demonstration lesson for you or
give you some tips to improve.
Well, like I, said I have lots of support with the reading coaches. They help
me fit in the staff development into my classroom. I can go to any of them
and we can brainstorm ideas.

A lot of our training helps us with our teaching. Sometimes we get
professionals, like our coaches or other people, to demo for us and we just
take that and then that’s how we grow as teachers.

The coaches I’ve found are very supportive and willing to try it with you or
give you suggestions. The same with administration, they serve as coaches.

In addition to the coaches directly supporting the teachers, administration is
also considered as a coaching support for teachers. When asked, “Explain your
school’s plan for professional development and its link to the school’s success”, one
teacher responded:
Because we have very high and clear expectations it’s hard to fail here. I
think because there’s no mystery about what is expected and the level of
expertise we are given. If you’re not reaching that level then there will be
support for you. It’s said time and time again if you feel like you need
support it’s there. It’s offered to you by the principal or vice principal. They
will come into your classroom and do a mini-lesson if you feel it is your
weakness. There’s a lot of verbal support for you from them. The
administration has an open door policy.

When asked, “What are the strengths and weaknesses to the professional
development process at this school?” one teacher responded:
55
I think that the strengths are that there’s always support for what we’re
learning and that we have knowledgeable people here in our administration.
They can come in and support us. We have the ability to ask for help without
it being a problem and the administration will come in and do a
demonstration lesson for you. They’ll also come in and observe you practice
something without being judgmental; it’s not a matter of evaluation. The
administrators are more like a coach and that makes a huge difference
because I can talk to the administrator one-on-one and it’s not a problem.

Teacher Collaboration
The researcher found that teacher collaboration placed an important role in
the function of this school. When surveyed, 95% of the teachers responded, “agree”
or “strongly agree” to the statement, “Teachers are encouraged to collaborative on
instructional matter on a regular basis”. As a result, 95% of the teachers also
responded, “agree” or “strongly agree” to the statement, “I collaborate with others on
instructional matters on a regular basis”. During classroom observations, the
researcher observed teachers meeting in grade levels weekly to either plan lessons or
debrief professional development trainings offered to them. During staff meetings,
the principal allowed time for teachers to collaborate with one another on instruction.
When asked, “What efforts impact instructional practice?” he was quick to point out
teacher collaboration is key to the success of the school. The principal stated the
following:
If you collaborate and you get teachers together and talk about what’s
working, what’s not working, then you go from there. You go to Plan B and
set up more goals, more things that you want to reach. That way, you have a
dynamic plan that’s not just stopping somewhere. But it’s always constantly
being dynamic and moving.

56
He further elaborated on, “Explain your school’s plan for professional
development and its link to the school’s success” that collaboration is woven into the
professional development plan for the school.
I think having teachers collaborate in groups or by grade level whether it’s
for Open Court or something else contributes to our success. I think the more
opportunities you have teachers get together the more ideas are out in the
open for all to share. And I think that you get more results this way. I have
teachers collaborate during staff and grade level meetings. It’s part of how
we do business here.

The researcher concluded that teachers found collaboration opportunities
with their colleagues to impact their practice. The following excerpts taken from
teacher interviews supported this conclusion:
Well I know that we’re given time to work with our grade levels and in these
grade levels. We do discuss a lot of the strategies from staff development
given to us. We support one another in the implementation of the strategies
into our classrooms.

I think that at least in second grade we do a lot of planning together we are
always talking about instruction and getting ideas from everybody. So I think
in that aspect our colleagues are very commitment to this work together. Our
administrators are pretty supportive and give us plenty of time to collaborate
with one another. They provide coaches who collaborate with us by coaching
or modeling if we need it too.

Well with colleagues we are always talking about how are you teaching this
or that. Even in informal situations like lunch or recess. Even this morning, I
asked my team partner, “What are you doing for ELD?” As far as
colleagues, it’s on-going all of the time especially at our grade level time
together.

During the interview of teachers, the researcher found teacher collaboration
as a direct link to improved teacher practice in implementing professional
development given to them. Teacher collaboration has supported grade levels in
their implementation of instructional strategies. One teacher stated the following:
57
My experience has been positive within my grade level. I’ve gotten to
know my colleagues and we work well together. We talk over strategies
taught to us like with Kagan structures. If I don’t know how to do one part
then I ask my teammate we are all here to help one another. I think it’s made
me a better teacher.

Another teacher explained:

Well I thought, you know, as the new teacher when I first started I was pretty
supported because I had no experience in education. So it was great to
receive such support from my colleagues in my grade level. It helped me be
a better teacher and our discussions helped me plan my instruction for my
students.

Yet another stated:

There is a set period for collaboration and I think viewed as something
positive by teachers. For the most part, I think it is positive. The strengths
are that we get to collaborate with teachers and plan together. We share ideas
and get feedback.

Summary

In conclusion, as mentioned in chapter two, effective professional
development includes “both strong content and an effective process for making
initial and ongoing decisions” (Hassel, 1999). Literature suggests the purpose for
professional development is to promote teacher growth. As a result, all teachers
interviewed indicated professional development as implemented at their site
improves their instruction. They agree that the scientifically research-based content
they have received as well as the ongoing support from their principal and coaches
has supported this implementation of professional development into their
classrooms. They have also agreed that the principal’s accountability and
monitoring system to implement the professional development offered to them is one
of the main reasons for improved teacher practice.
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Chapter 5
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Introduction
Schools are faced with a need to change in order to increase student
achievement. Research suggests that teacher competence plays an integral part in the
pursuit for change. Therefore, many educators view professional development as a
means to school improvement and in turn increase student achievement. As a result,
the findings in this study support this view and found that teachers concluded that
professional development has been an essential component to their school’s success.
Purpose
The purpose of this study was to determine the impact professional
development has on improving teacher practice. The secondary purpose was to
examine the link between professional development and school leadership. This
study took place at a high-poverty high-performing elementary school that has made
considerable growth according to the California Academic Performance Index (API)
compared to other like schools for the past three years.
Summary of Findings
Questions 1: What is the district’s policy and strategy for carrying out professional
development?
The district’s mission for professional development includes the following:

The mission of the Professional Development Center is to provide resources
and programs that actively engage all members of the school community in
continuous professional growth, designed to increase the success of all
students. Through an environment of collegiality and collaboration, all
59
employees will have opportunities to increase knowledge, improve
performance, and enhance professional satisfaction.

The vision and commitment of the district as it relates to professional development
includes (District, 2007):
The School District is committed to attaining the goals of the No Child Left
Behind policy. Specifically, this district believes that the quality of the
classroom teacher is central to the improvement of student achievement. The
district believes that ...
• High rates of student achievement are directly related to the quality of
classroom instruction, regardless of the gender, ethnicity, primary language,
or socio-economic status of the student.
• The quality of classroom instruction is dependent upon the content
knowledge, pedagogical skills, and belief systems of the teacher.
• Teachers develop these characteristics through quality pre-service
preparation programs, thorough induction processes, and ongoing
professional development opportunities.

The district’s professional development program outlines five main areas of focus:

1) Recruitment and hiring
2) Certification/licensure
3) Induction/retention
4) Professional development
5) Accountability

It was concluded from interviews and survey results that teachers and administrators
had a clear understanding of the district policy for professional development as well
as how the district carries out professional development.
Question 2: How does the school carry out professional development?
The teachers explained that their principal was instrumental in carrying out
the professional development plan for their school. Teachers explained that their
principal holds them accountable for professional development implementation by
having them sign-up for classroom observations immediately following professional
development trainings. The principal also coaches teachers and provides them with
60
appropriate support. The principal elicits the support of outside consultants to train
his teachers with the Columbia Writing Project and the use of Kagan Cooperative
Learning. The school has maintained a focus on providing teachers with the
Columbia Writing Project and Kagan Cooperative Learning strategies for the past
five years. Coaches and specialists are used to support the teachers in the classroom
and to provide targeted professional development for teachers.
Question 3: What factors have shaped this school level effort?
The teachers and administrators concluded that professional development at
their site has supported student achievement and helped improve teacher practice. In
addition to professional development, the researcher examined other factors that
supported the school’s effort in improving teacher practice:
1) Strong Instructional Leadership
2) Targeted Researched-Based Professional Development
3) Fidelity to a District Adopted Textbook Adoption and Pacing Chart
4) Direct Coaching Support for Teachers
5) Teacher Collaboration

Discussion of the Findings
In this section, the findings are related to effective schools literature and
effective professional development practice.
Research shows that professional development helps teachers become more
effective by having them develop, plan, practice and enhance new skills, knowledge,
strategies and techniques (Miller, Wallace, DiBiase, Newbit, 1999). Literature
suggests that the purpose for professional development is to promote teacher growth.
61
In support of this literature, the research findings in this case study established a
basis for which professional development improved teacher practice.
The content for the professional development at this school was scientifically
research-based strategies. The strategies used in this school were on the list of
research-based strategy instruction identified by Action Learning Systems (2008) to
improve student achievement:
1) Essential Elements of Effective Instruction (Direct Instruction)
2) Open Court trainings (Expository Text Handling)
3) English Language Learner Support (Specially Designed Academic
Instruction in English (SDAIE))
4) Kagan’s Cooperative Learning (Cooperative Group Work)
5) Columbia Writing Project Writer’s Workshop (Process Writing)

Although the school in this study was not organized as a professional
learning community, many of the professional learning communities’ practices were
observed in this study. Teachers meet with their grade level teams to discuss
instruction and plan lessons. Teachers used common assessments and followed
research practices for improved student results.
The findings in this study supported the nine Essential Program Components
(CDE, 2008) as mentioned in chapter two. The researcher found seven of the nine
Essential Program Components to be significant factors in the success of the school.
The seven Essential Program Components (CDE, 2008) found in this study included:
1) SBE Adopted ELA/Math Instructional & Intervention Materials, 2) Instructional
Time, 3) Highly Qualified Teachers & AB 466 training, 4) Monitoring System, 5)
On-going instructional assistance and support for teachers, 6) Monthly teacher
collaboration, 7) Pacing Schedules. The researcher found the school used the
62
district-adopted textbook. In addition, the school used the district allotted
instructional minutes for the core curriculum as well as the district pacing chart for
reading and mathematics. The teachers were trained in the textbook adopted
materials and had coaches that directly supported them in the classroom. The
principal held teachers accountable for their learning and had a monitoring system to
support implementation. Teachers collaborated weekly with their grade levels and
received extensive training in scientifically research-based strategies.
The findings suggested that the role of the principal in improving teacher
practice was significant. The teachers agreed that the principal would oftentimes
coach them and provide appropriate feedback. The principal would expect the
teachers to implement what was learned in their classroom. He would monitor their
implementation of the professional development by having them sign up for
observations. He would hold them accountable for implementation and would
provide the appropriate support for their successful implementation.
Conclusion
If, as literature suggests, the purpose of professional development is to
promote teacher growth then schools must consider the level of implementation that
will make this happen. The findings in this study show that providing teachers with
professional development alone will not improve their practice. One major
component in this study is the direct link between professional development and the
principal’s role in supporting, monitoring and holding teachers accountable for their
learning. As well as, professional development integrated into all school systems
such as supervision, teacher evaluation and curriculum.
63
As represented in this research, the professional development improved
teacher practice because of the interaction between the principal and teachers. Even
so, the professional development alone did not shape this school level’s efforts in
increasing student achievement and teacher practice. The research found other
factors that have contributed to the school’s success to include the following:
1) Strong Leadership
2) Targeted Researched-based professional development
3) Fidelity to a District adopted textbook adoption and pacing chart
4) Direct coaching support for teachers
5) Teacher collaboration
Recommendations for Further Studies
This research explored the link between professional development and school
leadership. Recommendations for further studies include:
1) Link between teacher-to-teacher accountability for implementing
professional development.
2) The use of walk-through protocol results to inform professional development
at the school.
3) How does a school select appropriate professional development to provide
teacher support in improving their practice?
In conclusion, there are many factors noted in this study that support school
improvement efforts. Targeted and focused professional development grounded in
research will result in school improvement. According to Rasmussn, Hopkins and
Fitzpatrick (2004), “in contrast to one-shot, stand-alone workshops or professional
64
development relegated to a handful of in-service days, schools with excellent
programs make professional development an ongoing part of educators' daily work
(Hassel, 1999; Loucks-Horsley, 1999). Good professional development is like a
perfect curve ball—“it's all in the commitment, planning, effort, and practice.”
Professional development contributes to increased student achievement and impacts
teacher practice when teachers participate in collaborative discussions about
instruction and plan lessons together. In addition, a strong instructional leader who
holds teachers accountable for implementation of the professional development in
their classroom is essential.

65
REFERENCES
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Language Learners. Phi Delta Kappan, 85, 782-785.

Action for Learning Systems (2008). Six Effective Practices of High Performing
Schools. Action Learning System, Inc.

California Comprehensive Center (2006). Research Summary Supporting the Nine
EssentialProgram Components and Academic Program Survey. WestED, in
partnership with American Institutes and School Services of California.

California Department of Education (2001). 2000 Similar School Ranks based on
The Academic Performanc Index. Prepared by the Policy and Evaluation
Division, California Department of Education.

California Department of Education (2001). California’s Reading First Plan.
Retrieved October 12, 2008 from http://www.cde.ca.gov/readingfirst.

California Department of Education (2003). A Glossary of Terms. Retrieved
October 12, 2004 from http://www.cde.ca.gov/demographics/glossary.

Corcoran, T. B. (1995). Helping teachers teach well: Transforming professional
development for teachers: A guide for state policymakers. Washington, DC:
National Governors Association.

Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed
Method Approaches. (2
nd
ed.). Thousand Oaks, CA: Sage Publications.

Danielson, C., McGreal, T.L. (2000). Teacher Evaluation: To Enhance Professional
Practice. Alexandria, VA: Association for Supervision and Curriculum
Development.

District, (2002). Beginning Teacher’s Manual. Office of Curriculum, Instruction and
Professional Development.

District, (2007). District Professional Development Plan. Office of Curriculum,
Instruction and Professional Development.

Gail, M.D., Borg, W.R., Gall, J.P. (1996). Educational Research: An Introduction
(6
th
ed.). Boston: Allyn & Bacon.

Gail, M.D., Borg, W.R., Gall, J.P. (2003). Educational Research: An Introduction
(7
th
ed.). Boston: Allyn & Bacon.

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Hass, C. G. (1957). In-service education today. In N. B. Henry (Ed.), In-service
education for teachers, supervisors, and administrators: The fifty-sixth
yearbook of the National Society for the Study of Education (Vol. 56, Part I,
pp. 13-34). Chicago: University of Chicago Press.

Hassel, E.A. (1999). Professional Development: Learning from the best. A toolkit for
schoolsand districts based on model professional development award
winners. Oak Brook, IL: North Central Regional Educational Laboratory.

John, Edward, Ward, James and Laine, Sabrina (1999). State Policy on Professional
Development: Rethinking the Linkages to Student Outcome. North Central
Regional Educational Lab, Oak Brook, IL. Office of Educational Research
and Improvement (ED), Washington, DC.

Killion, J., Harrison, C. (2006). Taking the Lead. Oxford, OH: National Staff
Development Council.

Lieberman, A., Grolnick, M. (1997). "Network, reform, and the professional
development of teachers", ASDC Yearbook ? Rethinking Educational
Change With Heart And Mind, pp 192-215.

Lindstrom, P., Speck, M. (2004). The Principal As Professional Development
Leader. California: Corwin Press.

Loucks-Horsley, Hewson, Love, and Stiles (1998). Eisenhower National
Clearinghouse. (1998). Ideas that work: Mathematics professional
development (ENC 98-015). Columbus, OH: Author. (Digest of
mathematics portion of Loucks-Horsley, Hewson, Love, & Stiles, 1997)

National Commission on Teaching & America's Future. (1996, September). What
matters most: Teaching for America's future. New York: Author.

Rasmussen, C., Hopkins, S., Fitzpatrick, M. (2004). Our work done well is like the
perfect pitch. Journal of Staff Development, Winter 2004 (Vol. 25, No. 1).
Oxford, OH: National Staff Development Council.

Richardson, J. (2002). The Science of Learning Choices. Results: National Staff
Development Council.

Richey, H.G. (1957). Growth of the Modern Conception of Inservice Education. N
N.B. Henry (Ed.) Inservice education. Fifty-sixth yearbook of the National
Society for the Study of Education. Chicago: University of Chicago Press.

Russo, A. (2004, July/August). School-based coaching: A revolution in professional
development- or just the latest fad? Harvard Education Letter, 20(4), 1-3.
67

Santos, C. (2005). Teacher Evaluation and Its Impact on Teacher Practice. A
Dissertation Presented to the Faculty of the Rossier School of Education
University of Southern California.

Schmoker, M. (1999). Results. Alexandria, VA: Association for Supervision and
Curriculum Development.

Schmoker, M. (2006). Results Now. Alexandria, VA: Association for Supervision
and Curriculum Development.

Smylie,M., Allensworth, E., Greenberg, R., Harris, R., and Luppescu, S. (2001).
Teacher Professional Development in Chicago: Supporting Effective
Practice. Improving Chicago Schools Consortium on Chicago School
Research.

Sparks, D. (2006). NSDC Annual Conference 2006. Notes from Distinguished
Lecture: Cultivating Ourselves as Leaders, December 2006.

U.S., Department of Education. (2002). Scientifically based research and the
Comprehensive School Reform (CSR) Program. Washington, D. C: Author.

U.S. Department of Education (1998). Promising practices: New ways to improve
teacher quality. Washington D. C., U.S. Department of Education.

Wallace, j. D., Nesbit, C. R., & Miller, A. -C. S. (1999). Six leadership models for
professional development in science and mathematics. "Journal of Science
Teacher Education," 10 (4), 247-268.

68
APPENDIX A
Survey: Professional Development

Instructions: I am interested in gathering your perceptions as a member of the staff
with regards to the professional development process currently taking place at this
school. Below is a short survey containing a series of statements for you to evaluate
based on your knowledge of the school. Please be as candid as possible, as your
responses are completely anonymous and will only be used to produce findings
on issues related to professional development. You may rate each of the
statements below on a four-point Likert Scale as follows:

0= Strongly Disagree
1= Disagree
2= Agree
3= Strongly Agree

Background Information

Number of years as a teacher: (Please circle one) 0-1 yrs. 2-5 yrs. 6-10yrs. 11yrs +
Number of years at this location: (Please circle one) 0-1yrs. 2-5yrs. 6-10yrs. 11yrs+

Policy: Teacher’s knowledge and perceptions of official documents regarding
professional development process.
Strongly Disagree Disagree Agree Strongly Agree
1) I am aware of the district’s professional development plan for teachers.
0 1 2 3

2) I understand the district’s professional development plan for teachers.
0 1 2 3

3) I agree with the goals and objectives of my district’s professional
development plan.
0 1 2 3

4) I am satisfied that my site administrators are carrying out the district’s
professional development plan with integrity.
0 1 2 3

School Level Efforts: Teacher’s perception of school-based procedures, and
professional development activities that may have led to school improvement.

Strongly Disagree Disagree Agree Strongly Agree
5) I have multiple opportunities throughout the year to participate in
professional development activities.
0 1 2 3
69
6) Teachers are encouraged to collaborate on instructional matters on a
regular basis.
0 1 2 3

7) I collaborate with others on instructional matters on a regular basis.
0 1 2 3

8) I often meet informally with other teachers on lesson planning, curriculum
development or other instructional matters.
0 1 2 3

9) I have a clear understanding of the professional development goals for my
school.
0 1 2 3

10) Teachers have an active role in developing professional development goals
and objectives.
0 1 2 3

11) I am aware of my school’s professional development plan that has been
prepared to share with the district and school community at large.
0 1 2 3

Ongoing Teacher Supervision: The extent in which the administration actively
participated in a supervision process through observations, data collections,
feedback, goal setting and improvement strategies.

Strongly Disagree Disagree Agree Strongly Agree
12) The administration frequently observes my classroom.
0 1 2 3

13) My administrators visit my classroom to observe my teaching for purposes
other than formal evaluations.
0 1 2 3

14) My administrator and I often discuss the instructional strategies I use in my
classroom.
0 1 2 3

15) I view my administrator’s implementation of professional development plan
as an integral part of my professional growth.
0 1 2 3

Strongly Disagree Disagree Agree Strongly Agree
16) I have discussions with my administrators regarding my teaching.
70
0 1 2 3

17) When my administrator visits my classroom, he/she looks for things that we
agreed upon at a pre-conference.
0 1 2 3

18) I am aware of the specific things that administration looks for when visiting
my classroom.
0 1 2 3

19) I receive meaningful feedback regarding my teaching following an
observation.
0 1 2 3

20) The administrator feedback assists me in improving my teacher practice.
0 1 2 3

21) I am confident in my administrator’s ability to evaluate my instructional
practice.
0 1 2 3

22) I am confident in my administrator’s ability to monitor my instructional
practice.
0 1 2 3

23) I believe that my administration’s supervision of instruction improves my
instructional practice.
0 1 2 3

24) I see the administration’s supervision of instruction as non-evaluative and
separate from formal evaluation processes.
0 1 2 3

25) Other instructional support staff (e.g. coaches, specialists) frequently
observes my classroom.
0 1 2 3

26) I have discussions with instructional support staff (not including site
administrators) regarding my teaching.
0 1 2 3

27) I believe that other instructional support staff’s supervision of instruction
improves my instructional practice.
0 1 2 3

71
28) I receive follow-up support as I try to implement what I learn in
professional development activities.
0 1 2 3

29) I believe that my participation in professional development activities at this
school has led to my professional growth.
0 1 2 3

School Culture: Teachers perception of “the way we do things around here.”
Strongly Disagree Disagree Agree Strongly Agree
30) I am comfortable going to my school administrators for support.
0 1 2 3

31) I am aware of the goals and objectives of this school.
0 1 2 3

32) I believe in the goals and objectives of this school.
0 1 2 3

33) The values of this school are consistent with my own values.
0 1 2 3

34) The goals and objectives of this school have contributed to our school’s
improvement.
0 1 2 3

35) I am satisfied with the professional competence and teaching ability of my
teaching colleagues.
0 1 2 3

36) I am satisfied with the professional competence and leadership ability of the
administration.
0 1 2 3

37) I am satisfied with the professional competence and leadership ability of the
instructional support staff (e.g. coaches, specialists).
0 1 2 3

38) I am satisfied with the professional competence and leadership ability of
teachers in leadership roles at this school.
0 1 2 3
39) Faculty discussions regarding curriculum and instruction impact our school’s
ability to improve.
0 1 2 3
72

40) Teachers have an active role in making decisions for the school.
0 1 2 3

41) Teachers participate in making most of the important educational decisions in
this school.
0 1 2 3

42) There is a great deal of cooperative efforts among the staff members.
0 1 2 3

43) Teachers have initiated efforts towards school improvement.
0 1 2 3

44) The majority of school improvement efforts at this school have been initiated
by the district and / or site administration.
0 1 2 3

Teachers Beliefs: The teacher’s beliefs that he/she can make a difference in student
learning.
Strongly Disagree Disagree Agree Strongly Agree
45) I believe that all students can learn.
0 1 2 3

46) When I really try, I can get through to most students.
0 1 2 3

47) If a student masters a new concept quickly, this might be because I knew the
necessary steps in teaching that concept.
0 1 2 3

48) When a student is having difficulty with an assignment, I am usually able to
adjust it to his/her level.
0 1 2 3

49) When the grades/ proficiency levels of my students improve, it is usually
because I used my effective teaching approaches.
0 1 2 3

50) I believe that all students can achieve at high levels.
0 1 2 3

51) The influence of a student’s home environment can be overcome by good
teaching.
0 1 2 3
73
APPENDIX B

Teacher Interview
Policy
1) How would you describe your district’s plan for professional
development?
2) How do professional development activities affect your practice in the
classroom?
3) What modifications would you recommend in regards to the
professional development plan and / or process that would improve your
practice?

Teacher Supervision
4) Describe your experience with the professional development process.
5) What are the strengths and weaknesses to the professional development
process at this school?
6) What elements of the professional development process are effective in
improving teacher practice?
7) What types of interactions do/have you engaged in with administration
colleagues and other educators regarding instruction?
8) What types of instructional feedback are you given?

School Efforts
9) Why is this school successful?
10) What school wide programs and/or strategies have been implemented to
improve student achievement?
11) What efforts impact instructional practice?
12) How are these efforts reflected in the professional development
activities and / or plan?
13) Explain your school’s plan for professional development and its link to
the school’s success.
14) How are individual teacher professional development goals and
objective linked to the school’s goals?

School Culture
15) How are school site decisions made?
16) Where does the leadership come from at the school site?
17) How is conflict resolved at the school?
18) How is information communicated?
19) Whom do you view as school leaders?
20) What is celebrated here?
Teacher’s Beliefs
21) Do you believe that you are a valued member in this school? Why/Why
not?
22) What factors do you believe contribute to student learning?
74
APPENDIX C

Administrator Interview

School Efforts

1) Why is this school successful?
2) What school wide programs and/or strategies have been implemented to
improve student achievement?
3) What efforts impact instructional practice?
4) How are these efforts reflected in the professional development activities and
/ or plan?
5) Explain your school’s plan for professional development and its link to the
school’s success.
6) How are individual teacher professional development goals and objective
linked to the school’s goals?
7) Who decides what and how professional development is offered?

School Culture

8) How are school site decisions made?
9) Where does the leadership come from at the school site?
10) How is conflict resolved at the school?
11) How is information communicated?
12) Whom do you view as school leaders?
13) What is celebrated here?

Abstract (if available)

Abstract The purpose of this study was to determine the impact professional development has on improving teacher practice. The secondary purpose was to examine the link a between professional development and school leadership. This study took place at a high-poverty, high-performing elementary school in southern California that has made considerable growth according to the California Academic Performance Index (API) compared to like schools for the past three years.

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Asset Metadata

Creator Camerino, Jay M. (author)

Core Title Professional development and its impact on teacher practice

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/03/2009

Defense Date 12/16/2008

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,professional development,Urban Education

Place Name California (states), USA (countries)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), Baker, Robert L. (committee member), Cohn, Carl A. (committee member)

Creator Email jcamerino@verizon.net,jmcamerino@me.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m1994

Unique identifier UC1414380

Identifier etd-Camerino-2606 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-145966 (legacy record id),usctheses-m1994 (legacy record id)

Legacy Identifier etd-Camerino-2606.pdf

Dmrecord 145966

Document Type Dissertation

Rights Camerino, Jay M.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu