Education Commons^™

Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework For Teaching And The Shifts Required To Lead Students To Excellence, Caletha White

Dissertations

ABSTRACT

Using Wagner’s (2006) change leadership model to assess culture, context, condition and competencies of a small suburban school district to create a change plan for value-added teacher evaluation is the central idea to this study. The four arenas of change together allow for a systematic analysis of teaching and learning. This research study represents the current state of the school district with gaps in the connectedness of opportunities for building competency toward enhancing teacher quality as measured by the Danielson Framework for Teaching and value added NWEA MAP achievement outcomes. Ninety-six percent of the teachers are rated effective while …

Policy Advocacy - Advocating For Redesigned Adult Learning In Support Of Value-Added Teacher Evaluation, Caletha White

Dissertations

ABSTRACT

Redesigning adult learning in order to move toward excellence in the classroom is critical to improving the state of the reform work occurring in our schools. Building coherence among teams of educators by linking staff development to student achievement is the goal of the advocated policy. Providing a professional learning network for educators to work in teams, engage in meaningful and relevant work and develop transformative practices for the classroom is essential to school reform. Creating practical learning networks for classroom teachers that are based on student achievement, current practice, and staff needs is the basis for the policy. …

Assessing The Factors Impacting Professional Learning For Teachers In Seventh-Day Adventist Schools: A Comparison Of Millennials And Non-Millennials, Betty L. Bayer

Dissertations

Problem and Purpose

Much research over several decades has established the importance of ongoing professional learning for teachers and has identified what effective professional learning should look like. Little research has been done, however, on the professional learning practices of teachers in faith-based schools, and few studies have focused on the learning needs of millennial teachers, those newest to the profession.

This study explores the professional learning practices of educators in the Seventh-day Adventist School system in North America and the factors that impact those practices, with a special focus on millennial educators. Educational leaders can use the results of …