All ETDs from UAB

Advisory Committee Chair

Tonya Perry

Advisory Committee Members

Qiana Cutts

Matthew Fifolt

Tom Fox

Michele Jean Sims

Document Type

Dissertation

Date of Award

2020

Degree Name by School

Doctor of Philosophy (PhD) School of Education

Abstract

This qualitative multi-case study examined 12 professional development consultants’ (PDC) beliefs and perspectives while conducting College, Career, and Community Writers Program from two National Writing Project sites. Sage Mountain and Kinship. For this study, there were two theoretical frameworks examined, Peer Coaching (Showers & Joyce, 1996) and Skilled Facilitator Approach (Schwarz, 2005). Other theories that helped ground the framework of this study were Cognitive Coaching (Costa & Garmston, 1994), Zen of Facilitation (Killion & Simmons, 1992), and Typologies of Facilitator Education (Thomas, 2004). Through an integration of the five perspectives, the researcher found that PDCs in both sites shared common beliefs and perspectives while conducting a two-day summer professional development. The four beliefs and perspectives that emerged were preparation for professional development, engagement and attitude of PDCs, relationship building between PDCs and participants, and Future Implementation and Impact. Through the findings of the data analysis, two implications of practices were drawn. First, PDCs were more effective if they had experienced instructional materials as a learner and a teacher. Second, support for professional development for teachers should encompass engaging in whole groups, small groups, and one-on-one. Recommendations for future research include exploration of other professional development organizations and their consultants, extensive research on the amount of preparation PDCs undergo to conduct PD, and establishment of post-secondary courses to prepare educators for a career as a PDC.

Included in

Education Commons

Share

COinS