Document Type

Article

Publication Date

9-2014

Department

Education

Abstract

This article chronicles the collaboration of administrators from six districts and three college professors as they assessed professional learning during the first year of teaching. The examination led to the development of a Professional Learning Motivation Profile. Results from the profile indicated a traditional model of professional development was not effective in growing the professional learning motivation of beginning teachers. Anecdotal data shared includes how administrators used the data to inform conversations designed to support teachers in their journey toward courageous, effective instruction.

Required Publisher's Statement

Original version is available from the publisher at: http://journals.radford.edu/index.php/EPR/article/view/36/34