http://orcid.org/0000-0002-5047-5931
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Abstract
In this study, language arts teachers in one middle school participated in ongoing professional development. As part of this professional development, participants engaged in face-to-face professional development sessions, observations/classroom walk-throughs and reflections. Researchers examined the participants’ pre- and post- professional development survey responses to determine the professional development’s overall impact. Findings show the participants’ perceptions of literacy and the impact of a sustained professional development program on their practice. Overall, the participants indicated they were more confident in their teaching of literacy skills and strategies as a result of their participation in the professional development; continued professional development is welcome and needed.