Dissertation Defense Announcement Ed.D. Program: Jennifer Christiano “Rethinking the Professional Development System at Princeton Montessori School: A Qualitative Case Study”

Professional development (PD) is widely recognized as a critical lever for improving teacher practice and supporting school improvement; however, many schools struggle to implement PD systems that are coherent, responsive, and aligned with teacher learning needs. This challenge is particularly pronounced in independent schools where certification requirements and external mandates are less prescriptive, often resulting in ad hoc and fragmented professional learning experiences. This qualitative case study examined PD at Princeton Montessori School, an independent Montessori school serving students from infancy through eighth grade, with the purpose of foregrounding teacher voice to inform the development of a more responsive PD system.

Guided by a blended theoretical framework of andragogy and experiential learning theory, the study examines PD at Princeton Montessori School and looks at how autonomy, intrinsic motivation, relevance, and cycles of reflection-to-action influence teacher engagement with PD. Data were collected over several months through focus groups with 24 lead teachers, individual interviews with Program Coordinators, observations of PD events, and document analysis. The study explored teachers’ reported professional learning needs, preferred approaches to learning, perceived barriers to accessing PD, and the degree of alignment between the school’s current PD offerings, teachers needs, and school goals. Findings revealed a significant mismatch between school-mandated, one-size-fits-all PD sessions and the practical, contextualized needs of teachers. Participants identified multiple structural and cultural factors that hinder teachers’ ability to fully engage in professional learning, a variation in learning needs across programs, and a strong preference for PD that is ongoing, relevant, and collaborative.

The final chapter of this semi-traditional dissertation presents a PD framework informed by the literature and study findings. The framework emphasizes increased choice and relevance, formalized mechanisms for teacher input and feedback, and a system for dedicated leadership. It includes practical processes, strategies, and evaluation mechanisms designed to center teacher voice while aligning professional learning with the Montessori philosophy and school-wide goals. The study contributes to the limited empirical literature on PD in independent school contents and helps provide actionable guidance for school leaders seeking to cultivate coherent, teacher-centered PD systems.