The current model of mass professional development for all teachers does not address the individual needs of each teacher (Berckenmeyer, 2014; Darling-Hammond et al., 2009; DeMonte, 2013). This case study research focused on reaching a deeper understanding of an on-site, ongoing, individualized professional development innovation implemented at Rural Charter School for eight primary teachers as they began to apply a new instructional model; the integration of English-Language Arts standards into the science, social studies, and mathematics. My role within the study fluctuated between that of the researcher, an informant, and a teacher leader in delivering the personalized professional development.
Two research questions guided this study: 1. What were the benefits (if any) of implementing on-site, ongoing, and individualized professional development programs to sustain change? and; 2. How did on-site, ongoing, and individualized professional development impact teachers’ daily practice? The benefits of on-site, ongoing, and individualized professional development included an individualized plan of support; relevant resources for current curriculum; continuous communication, support, and feedback; and on site collaboration with researchers and team members. Three impacts on daily practice were also noted. Finally a bottom up model for on-site, ongoing, and individualized professional development is presented.
","abstract_html":"<p>The current model of mass professional development for all teachers does not address the individual needs of each teacher (Berckenmeyer, 2014; Darling-Hammond et al., 2009; DeMonte, 2013). This case study research focused on reaching a deeper understanding of an on-site, ongoing, individualized professional development innovation implemented at Rural Charter School for eight primary teachers as they began to apply a new instructional model; the integration of English-Language Arts standards into the science, social studies, and mathematics. My role within the study fluctuated between that of the researcher, an informant, and a teacher leader in delivering the personalized professional development.</p> <p>Two research questions guided this study: 1. What were the benefits (if any) of implementing on-site, ongoing, and individualized professional development programs to sustain change? and; 2. How did on-site, ongoing, and individualized professional development impact teachers’ daily practice? The benefits of on-site, ongoing, and individualized professional development included an individualized plan of support; relevant resources for current curriculum; continuous communication, support, and feedback; and on site collaboration with researchers and team members. Three impacts on daily practice were also noted. Finally a bottom up model for on-site, ongoing, and individualized professional development is presented.</p>","abstract_has_math":false,"creators":["Funderburke, Ashley"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Ivan Jorrin-Abellan, Ph.D.","Daphne Hubbard, Ph. D.","Anete Vasquez, Ph. D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-11-07T08:00:00Z","date_published":"2018-11-07T08:00:00Z","updated_at":"2026-07-24T02:43:26Z","subjects":["professional development","culture of education","adult learning theory","teacher resistance","self-efficacy","individualized professional development","Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ivan Jorrin-Abellan, Ph.D.","Daphne Hubbard, Ph. D.","Anete Vasquez, Ph. D."]},{"key":"dc:creator","label":"Author","values":["Funderburke, Ashley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-11-30T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["professional development","culture of education","adult learning theory","teacher resistance","self-efficacy","individualized professional development","Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The current model of mass professional development for all teachers does not address the individual needs of each teacher (Berckenmeyer, 2014; Darling-Hammond et al., 2009; DeMonte, 2013). This case study research focused on reaching a deeper understanding of an on-site, ongoing, individualized professional development innovation implemented at Rural Charter School for eight primary teachers as they began to apply a new instructional model; the integration of English-Language Arts standards into the science, social studies, and mathematics. My role within the study fluctuated between that of the researcher, an informant, and a teacher leader in delivering the personalized professional development.
Two research questions guided this study: 1. What were the benefits (if any) of implementing on-site, ongoing, and individualized professional development programs to sustain change? and; 2. How did on-site, ongoing, and individualized professional development impact teachers’ daily practice? The benefits of on-site, ongoing, and individualized professional development included an individualized plan of support; relevant resources for current curriculum; continuous communication, support, and feedback; and on site collaboration with researchers and team members. Three impacts on daily practice were also noted. Finally a bottom up model for on-site, ongoing, and individualized professional development is presented.
"]},{"key":"dc:title","label":"Title","values":["On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School"]}]}],"canonical_facts":{"dc:contributor":["Ivan Jorrin-Abellan, Ph.D.","Daphne Hubbard, Ph. D.","Anete Vasquez, Ph. D."],"dc:creator":["Funderburke, Ashley"],"dc:date.available":["2018-11-30T08:00:00Z"],"dc:description.abstract":["The current model of mass professional development for all teachers does not address the individual needs of each teacher (Berckenmeyer, 2014; Darling-Hammond et al., 2009; DeMonte, 2013). This case study research focused on reaching a deeper understanding of an on-site, ongoing, individualized professional development innovation implemented at Rural Charter School for eight primary teachers as they began to apply a new instructional model; the integration of English-Language Arts standards into the science, social studies, and mathematics. My role within the study fluctuated between that of the researcher, an informant, and a teacher leader in delivering the personalized professional development.
Two research questions guided this study: 1. What were the benefits (if any) of implementing on-site, ongoing, and individualized professional development programs to sustain change? and; 2. How did on-site, ongoing, and individualized professional development impact teachers’ daily practice? The benefits of on-site, ongoing, and individualized professional development included an individualized plan of support; relevant resources for current curriculum; continuous communication, support, and feedback; and on site collaboration with researchers and team members. Three impacts on daily practice were also noted. Finally a bottom up model for on-site, ongoing, and individualized professional development is presented.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32"],"dc:subject":["professional development","culture of education","adult learning theory","teacher resistance","self-efficacy","individualized professional development","Education","Teacher Education and Professional Development"],"dc:title":["On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:26Z"}