| This study explored how professional development enhanced innovative instruction and achievement within the learning environment. A student-centered environment particularly helped students in the areas of reading and math. This allowed teachers to use a combination of instructional strategies to meet the students' needs. Today's students no longer benefitted from one instructional approach. Today, all students needed an enhancement in their learning. The best way to do this was through professional development experiences that offered improved classroom practice and strengthened community relationships. The areas focused upon were curriculum and instruction, the learning climate for students, social services for students, and parental-community support for the students. The study for this research was developed from a qualitative theoretical framework related to the learning action model. The learning action model prepared the teacher to develop professionally, in an effort to equip the students to develop emotionally, socially, and physically in the chosen learning environment. The researcher developed a 27-question survey to be given to two hundred and fifty (250) faculty and staff. The participants returned the questionnaire within a two-week period. The participants were randomly selected for the purposes of the study. The participants were males and females, crossing various ethnic groups from District 23 of Area 6 of the Chicago Public Schools roster. The results examined the use of teacher developed professional development programs and whether or not student achievement in the learning environment increased. |
