Cuddapah, JenniferBands, KathleenGrove, RebeccaMoore, LauraHanks, Lura2019-07-302019-07-302019-07-30http://hdl.handle.net/11603/14407This 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.154 pagesen-USAttribution-NonCommercial-NoDerivs 3.0 United Statestalent managementcommunities of practiceProfessional Developmentteacher efficacyinstructional leadershipprincipalbalanced literacyliteracy achievementText