The impact of resource allocation on professional development for the improvement of teaching and student learning within an elementary school in a centrally managed school district: a case study

UnrestrictedThe purpose of the study was to investigate how an identified school within a centrally managed school district allocates adequate resources toward professional development programs to increase student achievement. The study examined the schools' resource allocation, including human capital and determined where the funding originates. Furthermore, the evaluation process was used to identify the strengths and weaknesses of the schools professional development programs as they compare to the evidence-based model professional development model in relation to student achievement.; This study used conceptual frameworks adapted from the research literature to guide data collection and analysis for four research questions: (a) How are personnel used for the delivery of professional development? (b) How are resource allocation decisions for professional development determined? (c) How much funding is directed toward professional development and from what sources do these funds originate? (d) How is professional development used to promote organizational capacity and student achievement?; This descriptive-analytic case study was conducted in one elementary school in a centrally managed unified school district located in Orange County, California. The selected school was also purposefully chosen according to the following criteria: implementation of research-based professional development programs; located within a centrally-managed school district; has an Academic Performance Index (API) over 800; and met the requirements of Adequate Yearly Progress (AYP).; Data analysis revealed that Springfield Elementary and Serrano Unified School District personnel delivered and implemented professional development on research-based strategies and standards-based curriculum that aimed at building capacity of the organization and the individuals. Additionally, the data uncovered that the professional development activities stemmed from the district office but that the school site still had the autonomy to choose from a vast amount of professional development activities that were included in their Single Plan for Student Achievement. An evaluation of Springfield's allocation practices for professional development revealed that the allocations were not aligned to the research provided by the evidence-based model.; The study provided conclusions addressing the findings from the study and the centralized setting of Serrano Unified School District as compared to a decentralized management style. Five major themes encompassing professional development practices appeared to illustrate the overall success of the school and the district: (a) a vision for learning; (b) data-driven decision making; (c) effective utilization of resources; (d) collaboration; and (e) site autonomy. Recommendations for successful professional development practices at other schools and districts included: (a) establishing a clear vision and goals for teaching and learning; (b) utilizing data to make professional development decisions; (c) establishing the needed access to ongoing, on-site, fulltime coaching; (d) adopting a financial plan that mirrors those used in the private sector; (e) collaboration across the school and district; and (f) encouraging site autonomy for professional development decisions coupled with district support as needed. Finally, suggestions for future research consisted of: (a) uncovering the impact of lost instructional time for the purpose of professional development; (b) investigating how to efficiently fund on-site coaches and understand the knowledge and skills coaches must possess to be effective; (c) comparing the professional development practices of decentralized and centralized districts on a larger scale; and (d) performing experimental studies for the purpose of establishing statistically significant correlations between professional development practices and student learning outcomes