Date of Conferral
Doctor of Education (Ed.D.)
With the adoption of the Common Core State Standards (CCSS) in English language arts and mathematics by the State of California in 2010, a shift in instructional practices along with the level of rigor and expectations for students began. As a result of these changes, a local school district sought a way through district-funded Common Core Collaboration Grants (CCCG) to provide professional development that supported 4th-6th grade teachers in their implementation of the CCSS. The purpose of this qualitative program evaluation case study was to examine teachers' perceptions of the effectiveness of professional development funded by CCCG in supporting 4th-6th grade teachers in understanding and application of instructional strategies aligned with the CCSS. Weiss's theory of change and Roy and Killion's program evaluation framework guided the study. Data were collected from individual interviews of 7 teachers of 4th-6th grade who participated in the district CCCG professional development sessions. Interview data were coded and themes of choice, time, collaboration, and integration of the CCSS emerged. The results indicated that the use of CCCG for professional development is assisting teachers in successfully implementing the CCSS through increased collaboration and more opportunities to engage in learning within their own contexts. A program evaluation report and presentation to the district school board were developed. The results of this study may affect positive social change through suggestions of an alternative in the form of grants to schools and districts looking for innovative ways to support teachers and enhance student learning through professional development on the CCSS.
Gregson, Stephanie Pratt, "District-Funded Common Core Collaboration Grants Used for Teacher Professional Development" (2016). Walden Dissertations and Doctoral Studies. 2976.