Exploring the Impact of Professional Development Partnerships on Teaching and Learning

Professional development for teachers is essential for embracing change and there are a variety of ways to provide it. The purpose of this study was to review a professional development program facilitated through a partner organization linked to a school. The research question guiding this study was: What are teachers’, administrators’, and partners’ perspectives about the impact of sustained professional development provided through a partnership at an alternative school for K-12 in Southern Alberta? The researcher followed the design of mixed methods methodology using interviews and document analysis. Semi-structured interviews and focus groups were conducted with 29 teachers, three administrators, and three partners to explore the impact of the partnership. The perspectives of participants offered a rich understanding of the professional development program facilitated by the partners. Qualitative data were thematically analysed and quantitative data, which included accountability pillar and school review data, identified during document analysis were utilized to analyse trends to explore the potential influence of the partnership. Qualitative and quantitative data were integrated and triangulated to increase legitimation and to reduce the potential of researcher bias. The results of this study were presented through three major findings that emerged from the analysis: (a) scheduled time for professional development; (b) culture of pressure and support; and (c) changes in teaching practices. The importance of this study is multi-faceted and offers significant contributions to the body of research about the value of partnerships particularly in relation to the provision of sustained professional development within schools. The Partnership Model for Transformational Teacher Professional Development was developed based on the results from this study and offers a framework for those considering forming partnerships for sustained onsite professional development directed towards changing teaching practice and improving student learning. A variety of stakeholders hold potential as Professional Development Partners (PDP) and offer partnership opportunities for schools in different contexts. Potential PDP could include representatives from various stakeholders such as school districts, Ministries of Education, universities, teachers’ associations, teacher-leaders, permanent coaches, consultants, and innovation designers.

Name thesis:degree_name

Doctor of Education (EdD)

Discipline thesis:degree_discipline

Educational Research

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2016

Author dc:creator

• Thomas, Christy

Advisor dc:contributor.advisor

• Scott, Dr. Donald

Committee members dc:contributor.committeemember

• Scott, Dr. Shelleyann
• Brandon, Dr. Jim

• Education--Administration
• Education--Adult and Continuing
• Education--Teacher Training

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

eng

DOI

http://dx.doi.org/10.11575/PRISM/26110

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:11023/2871