TEACHERS' PERSPECTIVES of CAREER-STAGE APPROPRIATENESS of PROFESSIONAL LEARNING PROGRAMS by ANNA GRACE PUMA RINALDI (Under
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TEACHERS’ PERSPECTIVES OF CAREER-STAGE APPROPRIATENESS OF PROFESSIONAL LEARNING PROGRAMS by ANNA GRACE PUMA RINALDI (Under the direction of Reba Jo Blase) ABSTRACT The purpose of this study was to describe teachers’ perspectives regarding career- stage appropriateness of professional growth opportunities offered in one countywide school system in southeastern United States. Symbolic interactionism was the theoretical framework of the study, and the methodology was grounded theory. Face-to-face interviews were the primary data source. Constant comparative analysis was used to analyze the data and to generate theory grounded in the data. Data revealed that teachers interviewed for this study believed that career-stage appropriate professional learning is designed around three elements. The teachers believed that professional learning is career-stage appropriate when the participants are able to choose the content of their learning. The teachers also believed that professional learning is career-stage appropriate when it is delivered by an experienced educator. Finally, the teachers believed that career-stage appropriate professional learning uses active engagement as the primary delivery method. The study also revealed that in order for professional learning specialists to design career-stage appropriate professional learning, they must consider not only the characteristics of adult learning but also many other areas of adult development. Implications for future research are discussed, and implications for practitioners, as well as for higher education, are presented. INDEX WORDS: Professional learning, Career stages, Career-stage appropriate. TEACHERS’ PERSPECTIVES OF CAREER-STAGE APPROPRIATENESS OF PROFESSIONAL LEARNING PROGRAMS By ANNA GRACE PUMA RINALDI B.A., Juniata College, 1974 M.A., Piedmont College, 2000 A Dissertation Submitted to the Graduate Faculty of the University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION ATHENS, GEORGIA 2007 © 2007 Anna Grace Puma Rinaldi All Rights Reserved TEACHERS’ PERSPECTIVES OF CAREER-STAGE APPROPRIATENESS OF PROFESSIONAL LEARNING PROGRAMS by ANNA GRACE PUMA RINALDI Major Professors: Reba Jo Blase Committee: Joseph Blase Karen Jones Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia August 2007 DEDICATION For many Italian immigrants, getting an education helped turn the American Dream into a reality. My family was no different. More important than attaining “the dream,” however, is family. So when, as a young man, my father was summoned home from flight school to learn the third generation family business, he did so without second thoughts and relinquished his dream. Family obligations came first. Almost 30 years ago, I started working on my master’s degree. When I became pregnant with my first child, I discontinued my studies and focused on my new family. When I explained to my dad that I would lose the credits I had already earned toward my degree, he told me that an education was never lost. I started over on my master’s degree in 1998 and completed it 2000. Now in 2007, I have completed my doctorate. I started on my doctorate in 2003, and there were times I thought I’d never complete it. However, I reminded myself of my dad’s words and kept working to make my dream a reality. Sadly, I lost my dad to cancer several years ago. But I have never lost his support and confidence. I dedicate my dissertation to Leonard J. Puma, President, J. Puma Company, Incorporated, my father. iv ACKNOWLEDGEMENTS I have been blessed to have the prayers, support, and encouragement of many important people in my life while working through the doctoral process. I happen to know that stock in votive candles has increased tremendously. My colleagues, friends, and family were patient with me when I shied away from committees rather than volunteering for them, fired off curt emails instead of returning phone calls, or ordered Chinese takeout instead of cooking dinner. Fortunately, none of us is worse for the wear! Thanks to Doctors Jo and Joe Blase who picked me out of a crowd and suggested I pursue my doctorate. It is entirely possible that, along the way, they questioned their initial judgment, but they never gave up on me. I especially thank my husband Tom, my son Tommy and his wife Sheila, and my son Christopher, who never questioned my goal or doubted my success. I cannot forget Snoop Dog, who sat vigil with me while I worked. I love you guys. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .................................................................................................v CHAPTER 1 OVERVIEW OF THE STUDY .........................................................................1 Introduction ...................................................................................................1 Purpose of the Study ......................................................................................1 Background of the Study ...............................................................................2 Statement of the Problem ..............................................................................4 Guiding Research Question ...........................................................................5 Research Design ............................................................................................5 Site and Sample Selection .............................................................................6 Professional Implications of the Study ..........................................................7 Theoretical Implications of the Study ...........................................................8 Overview of Dissertation Chapters ...............................................................8 2 REVIEW OF THE LITERATURE: TEACHER SUPERVISION AND PROFESSIONAL LEARNING ....................................................................9 History of Teacher Supervision .....................................................................9 Current Forms of Supervision .....................................................................11 Models of Professional Learning ................................................................17 Forms of Professional Learning ..................................................................19 vi Theories of Teacher Career Cycles .............................................................23 Research on Teacher Career Stages ............................................................26 Enhancement of Professional Learning .......................................................28 Theory of Adult Learning ............................................................................30 Summary .....................................................................................................33 3 METHODOLOGY ..........................................................................................35 Theoretical Framework: Symbolic Interactionism ......................................35 Statement of Research Purpose and Questions ...........................................39 Site and Sample Selection ...........................................................................40 Data Collection ............................................................................................43 Grounded Theory Methodology ..................................................................46 Data Management ........................................................................................55 Credibility ....................................................................................................56 Subjectivity Statement .................................................................................60 Summary .....................................................................................................62 4 FINDINGS .......................................................................................................63 Participant Profile ........................................................................................64 Common Themes and Categories ................................................................98 Overarching Themes .................................................................................164 Differences across Career Stages ..............................................................169 5 SUMMARY, DISCUSSION, AND IMPLICATIONS .................................171 Summary ...................................................................................................171 Discussion .................................................................................................173 vii Implications ...............................................................................................190 REFERENCES ................................................................................................................200 APPENDICES .................................................................................................................207 A INFORMED CONSENT FORM ...................................................................207 B DEMOGRAPHIC QUESTIONNAIRE .........................................................209 C THE LIFE CYCLE OF THE CAREER TEACHER .....................................210 viii CHAPTER 1 OVERVIEW OF THE STUDY Introduction According to the National Staff Development Council (NSDC), professional learning programs are “essential to creating schools in which all students and staff members