Improving Teacher Effectiveness for Increasing Student Reading Proficiency through a Talent Management Professional Development Model

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dc.contributor.advisorCuddapah, Jennifer
dc.contributor.advisorBands, Kathleen
dc.contributor.advisorGrove, Rebecca
dc.contributor.advisorMoore, Laura
dc.contributor.authorHanks, Lura
dc.contributor.departmentEducationen_US
dc.contributor.programOrganizational Leadershipen_US
dc.date.accessioned2019-07-30T21:01:42Z
dc.date.available2019-07-30T21:01:42Z
dc.date.issued2019-07-30
dc.description.abstractThis action research study explored the impact of a professional development model grounded in talent management to increase teacher effectiveness and capacity in elementary literacy. Blending the research on effective professional development (Guskey, 2002; Guskey & Suk Yoon, 2009; Darling-Hammond, 2007) and Communities of Practice (Wenger & Snyder, 2000), educators engaged in a model of professional learning that serves to build educator capacity using behavioral change theories (Bandura, 1997) and research. The intent was to shift behaviors from compliance with purchased program implementation to critical decision-making by teachers equipped with a bank of evidence-based strategies, permission to flexibly choose the best fit for each child, and time to reflect, adjust and collaborate with peers. The Talent Management Professional Development (TMPD) model designed in this study promoted a growth mindset in teachers and built teacher efficacy and capacity while establishing a culture conducive to significant gains in student achievement. School districts are faced with rising accountability measures, forcing a need to meet compliance standards and leaving limited resources to research and understand effective professional development practices. The tendency to purchase resources that claim to address these challenges is prevalent across the country. This study serves as a preliminary exploration of the impact on student achievement when a district historically dependent on scripted programs implements a TMPD model. This study contributes primarily to the field of elementary literacy education; however, the theories and design can be applied to any field that depends on human resources to achieve results. This study also contributes to school district improvement efforts to implement a more cost-effective model to address stagnant or deteriorating student achievement levels.en_US
dc.format.extent154 pagesen_US
dc.genreDissertationen_US
dc.identifierdoi:10.13016/m2gm2h-iskr
dc.identifier.urihttp://hdl.handle.net/11603/14407
dc.language.isoen_USen_US
dc.relation.isAvailableAtHood College
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjecttalent managementen_US
dc.subjectcommunities of practiceen_US
dc.subjectProfessional Developmenten_US
dc.subjectteacher efficacyen_US
dc.subjectinstructional leadershipen_US
dc.subjectprincipalen_US
dc.subjectbalanced literacyen_US
dc.subjectliteracy achievementen_US
dc.titleImproving Teacher Effectiveness for Increasing Student Reading Proficiency through a Talent Management Professional Development Modelen_US
dc.typeTexten_US

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