This change plan used Wagner et al.’s (2006) framework to assess the arenas of culture, context, conditions, and competencies of a small suburban school district to create a plan for professional learning and teacher collaboration in the area of English Language Arts instruction. However, a backmapping approach could be used to plan professional learning in any subject area. Building on the judgments and recommendations from my program evaluation, I hope to move the school district toward a more comprehensive model of transformational learning. A secondary goal of this change plan is to build the capacity of the district’s staff development committee by increasing their knowledge of adult learning theory and models of powerful professional learning design. Finally, I address the change levers of data, accountability, and relationships in regards to planning for professional learning, job-embedded vehicles of professional learning, and the evaluation of professional learning.
","abstract_html":"<p>This change plan used Wagner et al.’s (2006) framework to assess the arenas of culture, context, conditions, and competencies of a small suburban school district to create a plan for professional learning and teacher collaboration in the area of English Language Arts instruction. However, a backmapping approach could be used to plan professional learning in any subject area. Building on the judgments and recommendations from my program evaluation, I hope to move the school district toward a more comprehensive model of transformational learning. A secondary goal of this change plan is to build the capacity of the district’s staff development committee by increasing their knowledge of adult learning theory and models of powerful professional learning design. Finally, I address the change levers of data, accountability, and relationships in regards to planning for professional learning, job-embedded vehicles of professional learning, and the evaluation of professional learning.</p>","abstract_has_math":false,"creators":["Carlson, Scott"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Harrington Gibson","Dr. Sandra Stringer"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-12-01T08:00:00Z","date_published":"2018-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["professional learning","staff development","change plan","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/337","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Harrington Gibson","Dr. Sandra Stringer"]},{"key":"dc:creator","label":"Author","values":["Carlson, Scott"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-12-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["professional learning","staff development","change plan","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/337"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This change plan used Wagner et al.’s (2006) framework to assess the arenas of culture, context, conditions, and competencies of a small suburban school district to create a plan for professional learning and teacher collaboration in the area of English Language Arts instruction. However, a backmapping approach could be used to plan professional learning in any subject area. Building on the judgments and recommendations from my program evaluation, I hope to move the school district toward a more comprehensive model of transformational learning. A secondary goal of this change plan is to build the capacity of the district’s staff development committee by increasing their knowledge of adult learning theory and models of powerful professional learning design. Finally, I address the change levers of data, accountability, and relationships in regards to planning for professional learning, job-embedded vehicles of professional learning, and the evaluation of professional learning.
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