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Finding Value in Professional Learning: Developing Teacher Learning That Is Internalized and Implemented in Practice
No full textAbstract
This study was designed after the researcher engaged in multiple mandated professional learning experiences with faculty members who expressed dissatisfaction with their learning experiences, did not desire to engage in learning on the mandated topics, and wanted to engage in different types of learning opportunities. The problem was centered around dissatisfaction with professional learning among teachers and the lack of implementation of their professional learning in the classroom. The goal was to gather feedback that could help leaders design mandated learning for teachers that they would find satisfaction in and implement in their classroom. The study used semistructured qualitative interviews with eight educators in U.S. public schools, who were in leadership roles or desired to be in leadership roles, to share their ideas on dissatisfactory and satisfactory professional learning experiences that they implement in their practice. Through in vivo coding, conclusions were drawn to determine prevalent themes in satisfactory and dissatisfactory factors in creating valuable professional learning. Research connected to key ideas from an adult learning theory—andragogy—to help understand how educators’ learning desires connected to the way the adult brain learns. Results from interviews provided overwhelming feedback that teachers’ greatest interest in finding satisfaction in their professional learning and implementing it was tied to it having direct student impact. Relevance and ease were also important in creating satisfactory professional learning. Dissatisfaction was found when there was a lack of direct positive student impact and if the presentation of materials was lacking. Findings indicated that teachers value their learning most when it benefits students, even if it means more preparation on the part of teachers. Results indicated that leaders should incorporate choice opportunities when creating mandated learning while focusing on learning experiences that meet a need and work toward the learner’s goals. Leaders can also help create learner buy-in by using data to show the need for and value in learning before learners engage in it. It is also important for leaders to consider time, clarity of learning, and creating engaging lessons for students from professional learning experiences
The Lived Experience of Special Education Director Retention: A Phenomenological Study of Motivational and Organizational Influences
No full textThe stability of leadership in special education is crucial for ensuring regulatory compliance, programmatic quality, and equitable services for students with disabilities. However, U.S. public schools face persistent challenges in retaining special education directors, resulting in a loss of institutional knowledge, service fragmentation, and increased risk of compliance failure. Drawing on self-determination theory and job embeddedness theory, this phenomenological study explored the intrinsic and extrinsic aspects that influence special education directors’ decisions to remain in their roles. Ten experienced special education directors from diverse public school settings in Texas participated in semistructured interviews and follow-up quantitative questionnaires. The analysis revealed five primary interconnected themes that anchor leaders to their positions: supportive network, leadership impact, mission-driven, capacity building, and strategic autonomy. Findings confirmed that retention is driven less by traditional extrinsic aspects (e.g., salary) and more by the satisfaction of core psychological needs. Specifically, retention is predicated on a strong mission-driven commitment and nonnegotiable leadership impact, where supervisors grant the trust necessary for strategic autonomy. Furthermore, fulfillment comes from capacity building, mentoring staff, and fostering a supportive network to combat the role’s professional isolation. The study concludes that longterm stability requires districts to cultivate organizational cultures that translate professional trust into operational authority, reinforce relational support, and actively support the leader’s internal sense of purpose and competence
Barriers Principals Face Integrating Blended Learning in Secondary Schools
Full text linkThe purpose of this qualitative case study was to explore the barriers secondary principals encounter integrating instructional technology as a part of a blended learning model. Existing research investigating the barriers principals face is limited and fractured and is mostly examined from the perspective of teachers. Therefore, this study provided data on the perspective and experiences of principals as technology leaders and their perceived barriers to implementing blended learning models. The researcher aligned the research questions to the International Society for Technology in Education Standard for Educational Leaders as a conceptual framework. Interviews with 11 secondary principals from the same district generated data, revealing several themes. The researcher used software to transcribe the interviews. To ensure accuracy, the transcribed interviews were sent to each participant for review. To analyze the transcribed interviews, the researcher used an inductive coding strategy to group the initial round codes into categories and subcategories and then grouped them based on emerging themes. The study revealed that the principals generally used organically developed technology plans that were less formal and driven by the district’s vision for technology use on their campus. Principals also used shared leadership with other educators to implement blended learning on their campuses. Professional development opportunities for principals as technology leaders were minimal. Barriers that principals encountered included access to technology and device maintenance, funding, and insufficient professional development opportunities as technology leaders
Voices From the Field: Mental Health Therapists\u27 Perceptions of Collaboration With Child Protective Services Workers
Full text linkThe child welfare system in the United States requires collaboration across various agencies in the provision of services. Although collaboration between mental health therapists and state agencies is fundamental when the goal is to provide quality care and achieve positive outcomes for families involved with Child Protective Services (CPS), the system is characterized as complicated and fragmented. Using Bronstein’s 2003 model of interprofessional collaboration to understand the dynamics of collaboration between mental health therapists and CPS workers in Texas, this qualitative descriptive research study described mental health therapists’ perceptions of collaborating with CPS workers in delivering therapy services to CPS-involved families, the benefits of smooth transitional intervention services, and the coordination of services by CPS workers to facilitate family reunification. Purposive sampling of six mental health therapists allowed for participants to engage in semistructured individual interviews. Four major themes emerged from the study: (a) communication and collaboration, (b) time, (c) organization of caseworker procedures, and (d) reunification. Bias and challenges emerged as secondary themes. Implications for changes in policies and practices and additional research are presented. Keywords: interagency collaboration, child protective services, child welfare, family reunification, mental health therapist
