| An extensive review of professional development literature revealed that a disparity exists between actual school district practice and current research regarding high quality professional development. An in-depth analysis of three eastern Missouri school districts' professional development programs and practices, as they relate to quality indicators identified by the National Staff Development Council's Standards for Staff Development, provided the framework for this project.;A qualitative approach was used to conduct the research, with a phenomenological methodology providing the underpinnings for the design. Content analysis was performed to provide a detailed, systematic examination of the documents and interviews. The model selected for the project was problem-based learning, in which the team members would work as collaborators to create products representative of the learning. Products included instruments critical to the research, such as data collection charts, an analysis flow chart, meta-matrices for data compilation, and recommendation protocols. Additionally, team management tools, including a team project management plan and individual project management plan grid are included to assist the reader in understanding the process involved in a problem-based team project.;The authors makes recommendations to each school district and globally for improved professional development based upon a review of the literature in the areas of professional development, leadership, and reform and share information gathered from best practice site visits and interviews with experts in the field.;Michael Fullan, Peter Senge, Richard DuFour, Stephanie Hirsch, and Dennis Sparks were among the authors with expertise in the areas of professional development and leadership that were referenced in this project. |
