Publication Date


Document Type


First Advisor

Wilkins, Elizabeth A.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Teaching and Learning


Junior high school teachers--Education (Continuing education)--Attitudes


This study examined the perceptions of building administrators and central office administration about building-based professional development, specifically Assessment FOR Learning. The National Staff Development Council standards were used as the conceptual framework for this study. Approximately 66 teachers from two different junior highs participated in the study. Participants completed a 54-item online survey. In addition, two building principals and one central office administrator were interviewed. Archival data was collected on the topics and activities presented on the four building-based institute days. Overall, there were similarities between the buildings when looking at the teachers as a whole. Certain demographic variables such as years teaching, years in the district, content area taught, and experience with district-level curriculum work influenced how teachers viewed the effectiveness of their building's professional development. In the area of assessment, both buildings reported similar levels implementing Assessment FOR Learning principles in their classroom. Data collected from building and central office administrators reflected similar themes in regards to how they perceived their building's professional development. Data collected supports the importance of using standards to provide a framework for the design, implementation, and evaluation of professional development. The discovery of how different demographic variables can influence teacher perceptions of professional development is an important factor to consider when looking at professional development practices at the building level. Overall, the data collected from the surveys, interviews, and archival data began to develop a picture regarding the perception of effective building-based professional development.


Includes bibliographical references (pages 197-207).


xvii, 251 pages




Northern Illinois University

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