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.
This is the publisher's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Marinak, Barbara, Divonna Stebick, and Mary Paxton. "The Professional Learning Motivation Profile (PLMP): A Tool for Assessing Instructional Motivation." Educational Practice and Reform 1.1 (2014).
Required Publisher's Statement
Original version is available from the publisher at: http://journals.radford.edu/index.php/EPR/article/view/36/34