Date of Award

Summer 6-8-2018

Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Sally Evans, Ed.D.

Second Advisor

Kallen Dace, Ed.D.

Third Advisor

Mary Robinson, Ed.D.


This case study was designed to explore how professional development for teachers in literacy and reading instruction, was perceived by teachers as influencing their levels of self-efficacy, teaching practices, as well as, affecting achievement levels for students. The population for the study was thirteen grades 3-5 teachers from an urban elementary school in the southern portion of the United States. Research question for the study included: What was the perception of teachers concerning the training received and the usefulness for teaching literacy? What aspects of training did teachers find most beneficial? What is the perception of teachers’ level of efficacy after the professional development training? What is the teachers’ perception of changes in instructional practices after the professional development training? What trends were noted in the student achievement scores of the i-Ready test after teacher participation in professional development? Teachers were divided into two groups, Cohort A received literacy professional development, while Cohort B did not and continued with current instructional practices. Task cards were introduced during the professional development as a resource for teachers when providing literacy instruction. Tasks contained all the necessary information and materials for providing instruction that result in increased student achievement. Teachers found the questioning embedded within task cards to be extremely beneficial, as a resource. The data revealed positive trends in student achievement on i-Ready assessments after teachers’ participation in professional development in literacy.

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