10/17/2023
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Kimberly Gonzalez on "Diving into the Depth of Experience: Exploring the Professional Learning Interests of Veteran K-12 Teachers and Their Implications for Teacher Support in the Modern Education Landscape."

Date: Tuesday, Oct. 31, 2023
Time: 9 a.m. to noon
Location: This will be a virtual defense. Join Zoom Meeting

Committee Members:

  • Dissertation Chair: Phitsamay Uy, Ed.D., Associate Professor of Education, School of Education, University of Massachusetts Lowell
  • Committee Member: Stacy Szczsiul, Ed.D., Associate Dean of Online Education, Accreditation & Licensing FAHSS and Associate Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Megin Charner-Laird, Ed.D., Professor, McKeown School of Education, Salem State University

Abstract:
This three-article dissertation explores the professional learning interests of veteran K-12 teachers and what those interest reveal about how veteran K-12 teachers are presently supported in the teaching profession. In article 1, data analyses of a mixed-methods survey indicated that veteran K-12 teachers in the Urban Public School (UPS) district are interested in receiving continued mentoring as a professional learning opportunity, as long as they are able to choose the mentoring content and format. However, article 1 revealed that most data came from White, female veteran K-12 teachers. Based on this information, it was necessary to investigate how the professional learning needs of veteran K-12 teachers of color are met in the UPS district. Article 2 utilized semi-structured interviews of personnel in the UPS district who developed and supported the professional learning of their experienced Teachers of Color through use of a racial affinity group. Article 3 used semi-structured interviews of the UPS district’s racial affinity group participants to explain how the racial affinity group assisted these experienced educators’ of color in meeting their professional learning needs.