| Improving instruction has been shown to be among the best means of improving student achievement, and professional development has, in turn, been shown to be integral to improving instruction. Moreover, to be effective, professional development programs should be based on adult learning principles and incorporate teacher input. The problem serving as the basis for this study is that teacher input was not sought regarding the implementation of a collaborative professional development program at the research site. The purpose of the study was to gather teacher input and use the data to revise the existing professional development plan. Adult learning theory, which holds that adults learn best when the instructor facilitates rather than directs the learning and focuses on its application in real-life settings, served as the conceptual framework. The research question called for the exploration of teachers' views regarding the implementation of collaborative professional development. A basic interpretive qualitative research design was used and data were collected via a cross-sectional, open-ended questionnaire disseminated to each of the 64 faculty members at the research site. Data were analyzed using a general inductive approach, which involved organizing the raw data into categories, assigning a code, and rereading to identify connections within and between those categories. Three themes emerged from the data: professional development should be productive, it must be supported by the administration, and it should take place during the school day. The intent of the study and project is to bring about positive social change by including teachers in the design and implementation of professional development aimed at improving instruction and, ultimately, student achievement. |
