This study explores how professional development (PD) and leadership systems influence teacher agency and instructional coherence at a high-poverty, predominantly Black K–8 school in Chicago. Midwest Elementary Academy has faced persistent achievement gaps and systemic instability that hinder collaboration and teacher growth. Guided by three research questions, this exploratory case study used a mixed-methods design to examine educator perceptions of PD quality, instructional autonomy, and leadership structures. Data were collected through anonymous surveys, semi-structured interviews, classroom observations, and document reviews with four educator participants. Qualitative data were coded using open and in vivo methods, and survey responses were analyzed descriptively to triangulate findings. Key themes included the perceived strengths and shortcomings of PD, limited leadership support, and a lack of protected time for collaboration. Findings informed a change plan using Wagner’s 4Cs framework, which emphasizes embedded social-emotional learning (SEL), distributed leadership, and culturally responsive practices to foster equitable and sustainable instructional improvement.
","abstract_html":"<p>This study explores how professional development (PD) and leadership systems influence teacher agency and instructional coherence at a high-poverty, predominantly Black K–8 school in Chicago. Midwest Elementary Academy has faced persistent achievement gaps and systemic instability that hinder collaboration and teacher growth. Guided by three research questions, this exploratory case study used a mixed-methods design to examine educator perceptions of PD quality, instructional autonomy, and leadership structures. Data were collected through anonymous surveys, semi-structured interviews, classroom observations, and document reviews with four educator participants. Qualitative data were coded using open and in vivo methods, and survey responses were analyzed descriptively to triangulate findings. Key themes included the perceived strengths and shortcomings of PD, limited leadership support, and a lack of protected time for collaboration. Findings informed a change plan using Wagner’s 4Cs framework, which emphasizes embedded social-emotional learning (SEL), distributed leadership, and culturally responsive practices to foster equitable and sustainable instructional improvement.</p>","abstract_has_math":false,"creators":["Kimbrough, Kameron"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Joy Chen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-05-01T07:00:00Z","date_published":"2026-05-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Professional Development","Professional Growth","Agency","Qualitative","Kimbrough","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/967","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Joy Chen"]},{"key":"dc:creator","label":"Author","values":["Kimbrough, Kameron"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-04-11T07:00:00Z"]},{"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 Development","Professional Growth","Agency","Qualitative","Kimbrough","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/967"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores how professional development (PD) and leadership systems influence teacher agency and instructional coherence at a high-poverty, predominantly Black K–8 school in Chicago. Midwest Elementary Academy has faced persistent achievement gaps and systemic instability that hinder collaboration and teacher growth. Guided by three research questions, this exploratory case study used a mixed-methods design to examine educator perceptions of PD quality, instructional autonomy, and leadership structures. Data were collected through anonymous surveys, semi-structured interviews, classroom observations, and document reviews with four educator participants. Qualitative data were coded using open and in vivo methods, and survey responses were analyzed descriptively to triangulate findings. Key themes included the perceived strengths and shortcomings of PD, limited leadership support, and a lack of protected time for collaboration. Findings informed a change plan using Wagner’s 4Cs framework, which emphasizes embedded social-emotional learning (SEL), distributed leadership, and culturally responsive practices to foster equitable and sustainable instructional improvement.
"]},{"key":"dc:title","label":"Title","values":["Analyzing Professional Development To Foster Agency And Professional Growth Among Educators"]}]}],"canonical_facts":{"dc:contributor":["Joy Chen"],"dc:creator":["Kimbrough, Kameron"],"dc:date.available":["2026-04-11T07:00:00Z"],"dc:description.abstract":["This study explores how professional development (PD) and leadership systems influence teacher agency and instructional coherence at a high-poverty, predominantly Black K–8 school in Chicago. Midwest Elementary Academy has faced persistent achievement gaps and systemic instability that hinder collaboration and teacher growth. Guided by three research questions, this exploratory case study used a mixed-methods design to examine educator perceptions of PD quality, instructional autonomy, and leadership structures. Data were collected through anonymous surveys, semi-structured interviews, classroom observations, and document reviews with four educator participants. Qualitative data were coded using open and in vivo methods, and survey responses were analyzed descriptively to triangulate findings. Key themes included the perceived strengths and shortcomings of PD, limited leadership support, and a lack of protected time for collaboration. Findings informed a change plan using Wagner’s 4Cs framework, which emphasizes embedded social-emotional learning (SEL), distributed leadership, and culturally responsive practices to foster equitable and sustainable instructional improvement.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/967"],"dc:subject":["Professional Development","Professional Growth","Agency","Qualitative","Kimbrough","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary Education"],"dc:title":["Analyzing Professional Development To Foster Agency And Professional Growth Among Educators"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}