EDLD 5315-Asessing Digital Learning & Instruction
This action research outline introduces the structure and topic of my study, which is How does participation in ongoing, content-specific professional development influence high school CTE teachers’ instructional strategies and student learning outcomes? This outline provides the foundation for my action research project in EDLD 5315. The study focuses on how ongoing, content-specific professional learning can support Career and Technical Education (CTE) teachers in aligning their curriculum with both academic standards and industry requirements. By using a mixed-methods design, the project explores not only the measurable impact on student outcomes but also the experiences and reflections of teachers engaged in professional learning communities. The outline highlights my research question, design, data collection methods, and focus for the literature review, serving as the groundwork for my capstone project.
My literature review strengthens my study by providing a solid research-based foundation that highlights why ongoing, content-specific professional development matters, especially within CTE (Darling-Hammond, Hyler, & Gardner, 2017; Ruhland & Bremer, 2002). Research highlights strategies such as instructional coaching, mentoring, job-embedded learning, and industry-based experiences as powerful tools for supporting teacher growth, improving instructional quality, and boosting student engagement (Vangrieken, Meredith, Packer, & Kyndt, 2022; FutureEd & CALDER, 2023). The research also shows inequity in funding and access, which can challenge alignment with industry standards and widen the gap between classroom instruction and real-world practices (Guskey, 2002; Institute of Education Sciences, 2014). When CTE teachers lack adequate resources for professional development, students ultimately suffer through outdated curricula and limited exposure to current industry standards, potentially diminishing their career readiness and competitiveness in the job market. Understanding these systemic barriers is essential for developing sustainable solutions that support both teacher effectiveness and student success.
This action research explores how ongoing, content-specific professional development impacts CTE teachers’ instructional strategies and student learning outcomes. By providing collaborative, practical, and industry-aligned PD, the study aims to strengthen teaching practices, boost student engagement, and support real-world skill development. Using a mixed-methods design, it combines teacher reflections, surveys, and classroom data to examine both instructional changes and student results. Findings will inform sustainable professional learning approaches for CTE programs.
References
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
​
FutureEd & CALDER. (2023). Professional development for CTE teachers: Aligning industry and classroom instruction. American Institutes for Research.
https://www.air.org/resource/professional-development-cte-teachers
​
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.
https://doi.org/10.1080/135406002100000512
​
Institute of Education Sciences. (2014). What works clearinghouse: Educator effectiveness. U.S. Department of Education. https://ies.ed.gov/ncee/wwc/
​
Ruhland, S. K., & Bremer, C. D. (2002). Professional development for CTE teachers: Challenges and strategies. Journal of Career and Technical Education,
19(1). https://journalcte.org/articles/10.21061/jcte.v19i1.656
​
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2022). Teacher communities in professional development: Collaborative learning for improved
practice. Teaching and Teacher Education, 108, 103512. https://doi.org/10.1016/j.tate.2021.103512
Master's in Education Educational Technology Leadership
- Stephanie Scaletta E-Portfolio is an eportfolio designed to showcase classwork and specific projects for a Master's course. The focus is on highlighting skills and demonstrating work through the featured projects. The eportfolio will also include links to EDLD 5389 and EDLD 5318.