The Effects of Staff Development Teachers on Student Learning Outcomes

Abstract

The purpose of this study was to examine the impacts of job-embedded professional development on teacher perception of student achievement. The measurement tools were two surveys. One done prior to the implementation of the Staff Development Teacher Program, and the other during its first year in the Baltimore County Public Schools. This study involved two schools in the county that had high participation rates in the two surveys. Teacher perception of student achievement was slightly higher during the first year of the Staff Development Teacher program. Research in this area should continue to look at a larger sample size and go beyond the first year of the programs implementation.