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035 a| (Sirsi) o1257305121;

035 a| (OCoLC)1257305121;

043 a| n-us-nc;

049 a| EREE;

090 a| LC5148.N8;

100 1 a| Allen, Janita,e| author.?| UNAUTHORIZED;

245 10 a| Building teacher capacity in a rural high school through differentiated professional development /c| by Janita Allen.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2021.;

300 a| 169 pages :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 1.852 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2021.;

500 a| Presented to the faculty of the Department of the Educational Leadership.;

500 a| Advisor: R. Martin Reardon;

500 a| Title from PDF t.p. (viewed October 12, 2021).;

520 3 a| Every student deserves to be educated by a highly qualified teacher. Since teachers have the greatest impact on student success (Sheninger & Murray, 2017), it is critical to ensure teachers are afforded opportunities to build their capacity through professional development. When teachers perceive that professional development sessions offered by the school district neither support their individual growth needs nor increase their content knowledge, then that perception fuels their sense that precious time and valuable resources are being wasted. The purpose of my action research study was to explore how providing high school teachers with differentiated professional development through incorporating teacher autonomy and teacher leadership in the design and delivery impacted classroom instruction. The participants in my study were teachers who worked in a rural high school in North Carolina with at least three years of experience in teaching. I adopted an action research approach for my study consisting of a set of plan-do-study-act (PDSA) cycles to address the problem of practice. The teachers were provided several viable options for professional development from which to select. After they attended the sessions, I collected data by using exit tickets, interviews, classroom observations, and surveys. The results were used to inform my determination of what impact teacher autonomy to select professional development had on teachers' implementation of the new learning.;

504 a| Includes bibliographical references.;

650 0 a| Rural schoolsz| North Carolina.=| ^A32807;

650 0 a| High school teachersx| Training ofz| North Carolina.=| ^A312486;

650 0 a| Educational leadershipz| North Carolina.=| ^A306279;

653 a| Professional Development;

653 a| Teacher Autonomy;

653 a| Teacher Coaching;

653 a| Teacher Leadership;

700 1 a| Reardon, R. Martin,e| degree supervisor.=| ^A1280454;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/9095;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5636928;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5636928-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/22/2021x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5636928-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/22/2021x| ETDz| HERESOURCE;

Building teacher capacity in a rural high school through differentiated professional development / by Janita Allen.

Author/creator	Allen, Janita author.
Other author	Reardon, R. Martin, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2021.
Description	169 pages : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Rural schools--North Carolina. High school teachers--Training of. --North Carolina. Educational leadership--North Carolina.

Summary	Every student deserves to be educated by a highly qualified teacher. Since teachers have the greatest impact on student success (Sheninger & Murray, 2017), it is critical to ensure teachers are afforded opportunities to build their capacity through professional development. When teachers perceive that professional development sessions offered by the school district neither support their individual growth needs nor increase their content knowledge, then that perception fuels their sense that precious time and valuable resources are being wasted. The purpose of my action research study was to explore how providing high school teachers with differentiated professional development through incorporating teacher autonomy and teacher leadership in the design and delivery impacted classroom instruction. The participants in my study were teachers who worked in a rural high school in North Carolina with at least three years of experience in teaching. I adopted an action research approach for my study consisting of a set of plan-do-study-act (PDSA) cycles to address the problem of practice. The teachers were provided several viable options for professional development from which to select. After they attended the sessions, I collected data by using exit tickets, interviews, classroom observations, and surveys. The results were used to inform my determination of what impact teacher autonomy to select professional development had on teachers' implementation of the new learning.
General note	Presented to the faculty of the Department of the Educational Leadership.
General note	Advisor: R. Martin Reardon
General note	Title from PDF t.p. (viewed October 12, 2021).
Dissertation note	Ed.D. East Carolina University 2021.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Building teacher capacity in a rural high school through differentiated professional development / by Janita Allen.

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