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dc.contributor.author Behshid, Sima
dc.contributor.author Evans, Charmon
dc.date.accessioned 2008-05-15
dc.date.available 2008-05-15
dc.date.issued 2007-05
dc.identifier.uri http://hdl.handle.net/10139/497
dc.description.abstract This study took place at University Preparation School at CSU Channel Islands, a professional development, PreK-6th grade elementary school located in Southern California. The researchers, also teachers at the school, sought answers to the question of teachers’ satisfaction, expectations, and needs for personal professional development in the context of working at a Professional Development School. Methods of data collection included teachers’ individual Professional Growth Plans, a group needs assessment, two survey/questionnaires, two formal interviews and ongoing, intermittent conversations. Findings revealed four major areas of work-life frustration: program and school culture, professional development, work load distribution, and communication. This paper documents the evolution of how organizational structures were created to address the identified areas of frustration. en_US
dc.language.iso en_US en_US
dc.rights All rights reserved to author and California State University Channel Islands
dc.subject University preparation school en_US
dc.subject Teacher satisfaction en_US
dc.subject Professional development en_US
dc.subject Work load distribution en_US
dc.subject Program and school culture en_US
dc.subject Communication en_US
dc.subject Education thesis en_US
dc.title Maximizing Teacher Professional Development at a PDS en_US
dc.type Thesis en_US

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