Date Approved

5-31-2005

Embargo Period

4-11-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Capasso, Ronald L.

Subject(s)

Curriculum change--New Jersey; Elementary school teachers--In-service training--New Jersey

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to determine the effectiveness of professional development on elementary school teachers at the Warren E. Sooy, Jr. Elementary School. The study did not result in an increased awareness about program changes at the school in order to inform educators. The study's findings were reported to the teachers, staff members, and administration.

Before the study, staff members completed a Needs Assessment which recorded the attitudes of staff members concerning the most important areas of need referable to professional development. After the study, a final survey was utilized to determine if the school's professional development opportunities provided teachers and staff with the assistance needed to become familiar with curriculum change.

It was concluded that professional staff development was not effective. Data obtained from the Hammonton School District Professional Development Evaluation suggests that the staff's perception of effective opportunities made available have not eased the transition of implementing curriculum changes.

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