Job -embedded professional development: Supporting implementation of comprehensive literacy instruction and its impact on student achievement
Abstract
The purpose of this program evaluation is to (1) determine whether a classroom-embedded model of professional development positively contributes to the implementation of a comprehensive literacy model of instruction, (2) measure the level of implementation of a balanced literacy instructional model in first and second grade classrooms as a result of the classroom-embedded professional development model, and (3) determine if a correlation exists between both, or either, of these factors and student achievement in reading and writing. This study examined possible correlations between student achievement in language arts as measured by the Observation Survey assessment for first-grade students and the Indiana Statewide Testing for Educational Progress for second-grade students and teachers' involvement in professional development activities, their implementation of comprehensive literacy instructional strategies, observed evidence of classroom environment factors attributed to a comprehensive literacy model, and the strength of the professional interaction between classroom teachers and their literacy coach. This research was conducted in a small urban district in northern Indiana and included one hundred and eighty-two (182) first- and second-grade students, eleven (11) first- and second-grade teachers, four (4) literacy coaches, and seven (7) elementary principals. Language arts assessments used to determine text-level and writing vocabulary for first-grade students and ISTEP+ subtest scores were used to determine student proficiency and statistical tests were conducted to determine the significance of the scores. Teacher surveys were used to gain specific knowledge about factors that inhibit or enhance interactions between literacy coaches and the classroom teachers with whom they worked. The impact of a successfully implemented comprehensive literacy model of instruction was measured with data gathered during the 2004-2005 school year. Factors thought to impact student achievement were examined which included teacher participation in a variety of professional development opportunities, observed instructional strategies, classroom environmental components, and the strength of the professional interaction between literacy coach and classroom teacher. The results of the study indicated significance for the strength of the professional interaction between literacy coach and classroom teacher and student achievement results for second grade only.
Degree
Ph.D.
Advisors
Hirth, Purdue University.
Subject Area
School administration|Elementary education|Teacher education|Literacy|Reading instruction
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