Date of Completion


Embargo Period



school reform, leadership, adult learning, teachers, professional development, school reform, professional learning, urban, middle school, reading, self-efficacy

Major Advisor

Jennie Weiner

Associate Advisor

Casey Cobb

Associate Advisor

Sarah Woulfin

Field of Study

Educational Leadership (Ed.D.)


Doctor of Education

Open Access

Open Access


This qualitative study answers questions about school reform by utilizing professional learning for teachers who lack self-efficacy to teach reading to middle school students. The findings included higher self-efficacy and lower burnout rates for teachers. Implications from this study include a model for professional learning that recognizes teachers as adult learners and a system of professional development that provides daily opportunities for teachers to work together over problems of practice.