Dissertation Defense Announcement Ed.D. Program: Kyra E. Clemmons “A Qualitative Study of Understanding Teachers’ Perspectives on the Long-Term Impacts of Their Continuing Professional Development”

This retrospective narrative study delves deeply into teachers’ perspectives on the long-term impacts of professional development (PD) programs on their instructional practices. The primary objective is to explore the reasons some teachers resist applying and integrating the new knowledge and skills acquired through these professional development experiences into their daily classroom routines over time.

To achieve these objectives, a series of in-depth, semi-structured interviews has been conducted with twelve high school teachers and administrative leaders from Philadelphia. Each of these educators shares a common background; they either work in the same schools or have all participated in some of the same professional development programs offered within the Philadelphia area and its neighboring school districts. Despite these commonalities, their individual experiences and perspectives regarding the PD programs are likely to differ significantly, potentially influencing their approaches to teaching, career paths, and, by association, their student outcomes (Brown et al., 2009; Desimone et al., 2000).

This research aims to create a rich narrative space where participants can candidly share their unique stories and insights related to their ongoing professional development journeys. By doing so, the study will highlight the various factors—such as levels of self-directedness, intrinsic and extrinsic motivation, institutional support, and peer collaboration—or their absence that have shaped their teaching practices over time. Through the lens of qualitative storytelling, the research will thoroughly examine how these educators have developed new skills and whether they have successfully integrated them into their pedagogical and andragogical practices.

Ultimately, this dissertation aims to provide actionable insights to enhance the design and delivery of professional development programs. It will focus on their long-term effects on teacher learning and performance. By emphasizing real-world applications, the findings will offer sustainable strategies for fostering teacher growth and improving the overall quality of professional development experiences.