Portrait of Professional Development School Hybrid Educators in a Supervisory Position
Open Access
Author:
Pletcher, Karen
Graduate Program:
Curriculum and Instruction
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
October 12, 2020
Committee Members:
Bernard Badiali, Dissertation Advisor/Co-Advisor Bernard Joel Badiali, Committee Chair/Co-Chair Carla Zembal-Saul, Committee Member Rachel Marie Wolkenhauer, Committee Member Roger C Shouse, Outside Member Kimberly Anne Powell, Program Head/Chair
Keywords:
Professional Development Schools Professional Development of Teachers Hybrid Educators Situated Learning Theory Supervision in a PDS Teacher Growth and Development
Abstract:
ABSTRACT
This study is a qualitative case study that examines the lived experience of thirteen school-based hybrid educators in a professional development school context (PDS). It describes the experiences of these veteran classroom teachers who assumed a supervisory role of Professional Development Associate (PDA) from their perspective. The study uses a situated learning framework to organize and analyze the data and provides a detailed description of the PDAs’ experiences. This case describes how novice supervisors learn to supervise within a PDS context in a community of practice. The findings have implications for understanding job-embedded role-taking experiences and the factors that contribute to teachers’ professional learning.
