Author(s)

Briean Madden

Date Approved

5-8-2012

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

First Advisor

Doolittle, Virginia

Subject(s)

Professional learning communities

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

This action research study examined the implementation of the lab classroom professional development concept in a K-5 school district. Teachers who engage is professional development that is ongoing, job-embedded, and collaborative can further their learning and strengthen their teaching practices (Darling-Hammond, 2009; Fullan, Hill, & Crevola, 2006; Reeves, 2010). Teacher practices, knowledge, reflection, and collaboration were explored through the lab classroom implementation to see if this type of professional development was beneficial for the teachers. The power in knowing the organization and planning a change of this magnitude were also reported. Additionally, the researcher looked to gain insights on leadership strategies that one must embrace to implement change. Leadership discoveries were made and challenges arose in which the researcher needed to reach to her guiding moral principles. Building leadership capacity and exploring the transparency of leadership were identified as important aspects of leading change.

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