Transferring Learning into Practice: A Program Evaluation Examining the Effectiveness of an Elementary School's Professional Learning Model 18 views

Professional learning (PL) is intended to develop teachers’ professional knowledge and enhance instructional practice. However, evidence of teacher dissatisfaction (Bill & Melinda Gates Foundation, 2014) and mixed outcomes from this form of support (Dee, 2023) suggest existing barriers limit teachers’ motivation or ability to engage in PL. This challenge may extend to the local context of Maple Tree Elementary School (MTES). While teachers participated in online PL centered on evidence-based instruction (EBI), later observations revealed inconsistent application of EBI fluency practices. Subsequently, targeted PL—guided by academic literature and this capstone’s theoretical and conceptual frameworks—was delivered to support implementation of EBI fluency. Utilizing a program evaluation model, this capstone investigated the targeted PL’s effectiveness (i.e., if the design and instructional practices motivated teachers’ engagement during PL and supported their application of EBI fluency practices). Qualitative data were collected through surveys, semi-structured interviews, and a document analysis. Data were analyzed through descriptive statistics and qualitative coding. Further, comparative analysis through methods and data source triangulation unveiled five key findings. The findings informed recommendations regarding future PL design and delivery in the MTES context.

EDD (Doctor of Education)

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2026-04-28