The perspectives of central office personnel
Vinson, Judith Black
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The demands of the No Child Left Behind Act of 2001 call for classroom teachers to be highly qualified, and this legislation has brought teacher qualifications to the forefront of education. The purpose of this study was to examine the perspectives of central office administrators responsible for professional development. This qualitative case study sought to discover what central office administrators were doing to provide veteran teachers with ongoing professional development that meets the mandate of the No Child Left Behind Act of 2001. Interviews were conducted with two central office administrators for professional development to gain their perspectives. Symbolic interactionism was used to frame the study including data collection through semi-structured interviews. The constant comparative method was used to analyze transcripts, data, fieldnotes, and artifacts. Two themes emerged related to the provision of ongoing professional development that meets the mandates of the No Child Left Behind Act of 2001 and veteran teachers. The findings revealed that the provision of professional development as mandated in the No Child Left Behind Act of 2001 was driven by student achievement data related to the school improvement plan, and that relative to highly qualified, the provision of professional development for veteran teachers was related to certification requirements. Interestingly, the provision of professional development to veteran teachers was the same as the provision of professional development to all teachers.