Congratulations to Linda Palumbo who on Wednesday, March 26, successfully defended her dissertation. The title of Linda’s dissertation is: "TEACHER ENGAGEMENT IN THE PLANNING AND IMPLEMENTATION OF PROFESSIONAL DEVELOPMENT: A QUALITATIVE STUDY."
This qualitative study examines the engagement of teachers in the planning and implementation of collective professional development (PD) as described by instructional decision-makers (IDMs) in public school districts in New York. Drawing upon Knowles’s (1980) principles of adult learning, the study explores how IDMs solicit teacher input, overcome barriers, and leverage supports to foster meaningful and effective PD experiences.
Findings reveal that compliance with mandates does not necessarily translate into improved teacher capacity or instructional effectiveness. IDMs emphasize the importance of teachers understanding the “why” behind PD initiatives to increase engagement and relevancy. Two contrasting approaches to teacher engagement emerged from the data: a collaborative model characterized by shared decision-making and open communication versus a directive model aligned with predetermined goals. Strong relationships and trust between IDMs and teachers were found to be key drivers of meaningful engagement.
The study contributes to the literature on teacher PD by highlighting the gaps among indicators of effectiveness, principles of adult learning and prevailing PD practices. One outcome of the study was the development of an assessment tool for measuring engagement addressed by the continuum of committee characteristics. The findings have implications for policymakers, district leaders, and educators seeking to enhance the impact of professional learning by incorporating teacher voice, fostering collaborative planning, and ensuring alignment with adult learning principles.
DISSERTATION COMMITTEE CHAIR(S):
Dr. Joanne Marien
DISSERTATION COMMITTEE MEMBER(S):
Dr. Kenneth Mitchell
Dr. Lynn Allen
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