Date of Award

Fall 2020

Document Type


Degree Name

Doctor of Education (EdD)


College of Education


Department of Education

Primary Advisor

Dr. Amy Bratten

Second Advisor

Dr. Thomas Gollery

Third Advisor

Dr. Bautsch-Dickhoner


The study was developed to examine the teacher development efforts utilized by leaders of lowperforming schools that had shown promising gains in student achievement. A researchercreated quantitative survey sent to school leaders in one state was utilized to analyze the perceived use and effectiveness of various teacher development efforts in supporting student achievement gains at their schools. Overall, the results showed school leaders focused heavily on teacher development to support their school turnaround efforts and that teacher development was effective in improving student achievement. Classroom walk-throughs were found to be an integral strategy in school turnaround and the results also indicated teacher collaboration and teacher coaching as positive strategies as well. Teacher evaluation was found to have no perceived value in teacher development and may have a negative impact.