Teacher & Policy Alignment: A Phenomenological Study Highlighting Title I High School Teachersâ€™ Professional Development Experiences
AbstractThe purpose of this phenomenological study is to explicate how teachers at one Title I high school in a large urban school district in the Southwest perceive and describe their professional development (PD) experiences. Findings indicate that teachersâ€™ experiences of PD do not align with high quality PD requirements stipulated by federal law and state policies. Teachersâ€™ articulated hopes for what PD â€œshouldâ€ be, however, do align with federal law and state policies. Findings have implications for further evaluation of educational policy implementation gaps in Title I schools, along with changes to Title I requirements in states granted Elementary and Secondary Education Act (ESEA) flexibility waivers from the 2014 targets set by the No Child Left Behind (NCLB) Act of 2001.