The Design and Implementation of Staff Development To Improve Literacy at Gulfport Elementary School
Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
EdD Program for Educational Leaders
Advisor
John Reynolds
Committee Member
Don Gainey
Committee Member
Barbara Packer
Keywords
academic strengths and weaknesses, assessment data, exceptional education students, family involvement, fourth-grade students, fifth-grade students, Gulfport Elementary School, high mobility rates, instructional practices, kindergarten readiness, literacy improvement, literacy instruction, low achievement levels, low socioeconomic levels, PIAP test scores, Pinellas Instructional Assessment Plan, professional development, professional learning organization, reading achievement, RPTIM model, school renewal, staff development, student literacy, teacher collaboration, teacher knowledge, teacher preparedness, teacher preparation, teacher training, transfer of skills
Abstract
This study examined the impact of a staff development program designed to enhance teacher preparation in literacy and its effect on the Pinellas Instructional Assessment Plan (PIAP) test scores for fourth- and fifth graders at Gulfport Elementary School. A readiness, planning, training, implementation, and maintenance (RPTIM) staff development model was used (Zepeda, 1999). The staff development strategies of teacher collaboration, time for training, transfer of skills, and creation of a professional learning organization were used to improve student literacy. Problems, such as high mobility rates, low socioeconomic levels, lack of student readiness when entering kindergarten, high concentrations of exceptional education students, lack of family involvement, and inadequate teacher preparedness in effectively providing literacy instruction were identified as major contributing factors for the low achievement levels at Gulfport Elementary School.
The implementation of the RPTIM model was driven by the underlying assumption that setting high standards for professional development and school renewal were key factors for improving literacy in schools, strengthening teacher knowledge and skills, and increasing student test scores (Joyce & Calhoun, 1999). Specific assessment data were analyzed to gain an understanding of fourth- and fifth-grade students’ academic strengths and weaknesses in reading. In addition, the study also identified specific processes that influenced change in instructional practices at Gulfport Elementary School. During the implementation phase of teacher preparation, fourth- and fifth-grade students’ PIAP test scores improved.