Professional Learning : Administration, Faculty, and Staff Perception of the Professional Learning Model and the Impacts

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Title: Professional Learning : Administration, Faculty, and Staff Perception of the Professional Learning Model and the Impacts: on Growth and Learning : a Doctoral Capstone Project
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Description: Professional learning is a term used to describe the learning opportunities and experiences that are offered to the faculty and staff of a school district. Professional learning is different from professional development. In previous years, the school district offered professional development to the staff. These experiences did not typically involve active engagement or allow the staff to determine what they may or may not need to improve their own practices. Professional learning is designed to offer faculty and staff a voice and a choice, allowing them the power to guide their own professional growth. This mixed-method research study utilized action research to gain a better understanding of the perceptions of the administration, professional staff, and support staff regarding the effectiveness of the current professional learning model. Three research questions were designed to guide the research. Surveys, interviews, and exit tickets were used as data to determine the effectiveness of the model and to gain a better understanding of the perceptions of those who participate in professional learning. The data was analyzed by identifying trends that occurred through each data instrument. Triangulation of the different data points helped to dete1mine the validity of the results. Final conclusions support the continuation of the current professional learning model, as the overall perception is that the model supports the growth and learning of the faculty and staff. Recommendations for improvement and future research were also determined so that the professional learning model can continue to be effective and meaningful for the administration, faculty, and staff of the school district.
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Contributor: Garman, Sommer Brook (Author)
Date: 2021-07-19
Type: Text
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Identifier: cali:1265
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