Staff View
Teacher leaders as professional development providers

Descriptive

TitleInfo
Title
Teacher leaders as professional development providers
SubTitle
a case study
Name (type = personal)
NamePart (type = family)
Rosen
NamePart (type = given)
Michelle L.
NamePart (type = date)
1972-
DisplayForm
Michelle Rosen
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Belzer
NamePart (type = given)
Alisa
DisplayForm
Alisa Belzer
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Battey
NamePart (type = given)
Daniel
DisplayForm
Daniel Battey
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Bastardo
NamePart (type = given)
Peter
DisplayForm
Peter Bastardo
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-01
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
High stakes assessments mandated by 2001 No Child Left Behind Act (NCLB) have increased the focus on student achievement causing a closer examination of the link between student achievement and teacher quality. Teacher training, through professional development, has been documented to be one of the most important factors in student achievement and may be one of the few indicators of student success that a school can control. As a result of a shift in beliefs and practices regarding professional development, current research has pointed in the direction of encouraging schools to embrace a professional development model led and supported by teacher leaders. This study’s purpose was to examine teacher leaders who receive their own professional development through a University Literacy Center, and what they do as professional development providers in their schools. The teacher leaders receive their own professional development from the Rutgers Center for Literacy Development. The specific research questions designed were: What do teacher leaders who receive professional development through a Literacy Center do as professional development providers once they return to their schools? What influences their activities? What are the supports and obstacles they face in doing so? The sample was comprised of three teacher leaders from a New Jersey District and their respective three principals. A case study was used to describe factors that influence the professional development that teacher leaders provided. Data collection sources were professional development session observations, teacher leader and principal interviews, and artifacts. Data from the interviews, professional development session observations, and examinations of relevant documents were used in order to discover emerging patterns. Data collection and analysis occurred simultaneously, as is the preferred and effective strategy in qualitative research design. The data indicated the following factors influencing the design and implementation of the professional development: teacher leader roles and internal resources, external resources, and relationships, along with the associated challenges. Used as a vehicle to transmit, facilitate and support ongoing teachers’ learning opportunities, teacher leaders can be necessary elements in the school’s organizational structure. Additionally, professional development organizations such as the Rutgers Center for Literacy Development can use this data to inform their offerings.
Subject (authority = RUETD)
Topic
Education
Subject (authority = ETD-LCSH)
Topic
Teachers--Training of--New Jersey
Subject (authority = ETD-LCSH)
Topic
Career development
Subject (authority = ETD-LCSH)
Topic
Educational leadership
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5319
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
iv, 171 p. : ill.
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Michelle L. Rosen
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3NP22JN
Genre (authority = ExL-Esploro)
ETD doctoral
Back to the top

Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Rosen
GivenName
Michelle
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-01-21 14:07:37
AssociatedEntity
Name
Michelle Rosen
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top

Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
Back to the top
Version 8.5.5
Rutgers University Libraries - Copyright ©2024