Purposeful professional development to support teachers with implementing a school instructional focus called CREST
| Author(s) | Colihan, Christine E. | |
| Date Accessioned | 2018-12-20T12:33:06Z | |
| Date Available | 2018-12-20T12:33:06Z | |
| Publication Date | 2018 | |
| SWORD Update | 2018-10-17T16:05:22Z | |
| Abstract | This Executive Leadership Portfolio (ELP) represents purposeful, professional development that supports teachers and students as they implement Hodgson Vocational Technical High School’s instructional focus called CREST. CREST is an acronym that signifies Collaborative learning, Risk-free environment, Essential questions, Summarizing strategies and Technology integration. CREST was created to provide best practices for teachers to implement Common Core State Standards (CCSS), prepare students for college and career readiness and maintain positive classroom environments while incorporating technology. To achieve that goal, a school-wide Professional Development (PD) plan was created and implemented along with developing high-functioning Professional Learning Communities (PLCs). Also, it was a priority to instill the beliefs of a Growth Mindset (GM) within our students so they achieve more in school and life through hard work, determination, and grit. In order to help us instill this GM with students, creating a risk-free classroom environment was essential and highlighted in our instructional focus. ☐ The PD plan is focused on three areas: (a) facilitate high functioning PLCs in which teachers receive PD, participate in a collaborative inquiry process to analyze assessment data, and, create lesson plans and activities, (b) plan for and facilitate a two-part PD plan around the instructional focus, CREST, and (c) conduct presentations to students about the benefits of promoting a GM. ☐ Data was collected for this ELP in four ways: (a) the Professional Learning Communities Assessment – Revised questionnaire given to teachers that measures agreement with the six dimensions of PLCs, (b) CREST walkthrough guide to measure evidence and implementation of the instructional focus attributes, (c) GM student surveys, and (d) English Language Arts (ELA) and Mathematics assessment data. ☐ The data indicated that teachers had a positive outlook about the six dimensions of PLCs. The outcomes of the CREST walkthrough guide indicated that teachers were incorporating CREST focal areas at varying levels through effective student collaboration, posting essential questions, and integrating technology during lesson activities. There was no significant increase in mean scores of students’ beliefs in GM from the beginning to the end of the school year. The GM survey provided limited insight and uneven mindset responses that did not clearly give accurate student belief information. The ELA assessments depicted growth from first to second semester. ☐ Recommendations for the future include focusing on structuring PLC meeting times with more emphasis on peer observations, peer feedback and celebrations of teacher success, offering more PD about CREST focal areas, and increasing awareness of GM attributes with students. | en_US |
| Advisor | Wilson, Jacquelyn O. | |
| Degree | D.Ed. | |
| Department | University of Delaware, School of Education | |
| DOI | https://doi.org/10.58088/vbx5-x362 | |
| Unique Identifier | 1079758308 | |
| URL | http://udspace.udel.edu/handle/19716/24016 | |
| Language | en | |
| Publisher | University of Delaware | en_US |
| URI | https://search.proquest.com/docview/2130984544?accountid=10457 | |
| Keywords | Education | en_US |
| Keywords | Collaboration | en_US |
| Keywords | Common core state standards | en_US |
| Keywords | Growth mindset | en_US |
| Keywords | Professional learning communities | en_US |
| Keywords | Summarizing | en_US |
| Keywords | Technology integration | en_US |
| Title | Purposeful professional development to support teachers with implementing a school instructional focus called CREST | en_US |
| Type | Thesis | en_US |