Doctor of Philosophy (Ph.D.), Bowling Green State University, 2019, English (Rhetoric and Writing) PhD

This dissertation explores how a group of first-year graduate teaching associates (TAs) at Bowling Green State university (BGSU) accounts for embodied performance in teaching first-year writing (FYW). Guided by a feminist community-based teacher-research methodology, I conducted a mixed-methods case study of BGSU's Fall 2017 composition practicum course, ENG 6020: Composition Instructors' Workshop, in order to understand how TAs performed embodiment as they taught for the first time locally, and for some, for the first time overall, in BGSU's FYW program, General Studies Writing. By analyzing TAs' teaching portfolio documents, including teaching philosophy statements, performance narratives (a video-recording of the TA teaching plus a written reflection), and observation memos, plus individual interview conversations with four TAs, I hoped to learn how first-year TAs representing a range of English sub-disciplines and experience levels demonstrated embodiment and performance, as well as teacherly identity construction, in their teaching portfolios. Through this study I concluded that my TA co-researchers practice what I term rhetorical embodied performance in their FYW instruction—they perform their bodies so as to construct themselves as the teacher. Moreover, I identify three modes through which the TAs demonstrate rhetorical embodied performance in their teaching: embodied engagement, embodied authority, and embodied reflection; and I explore how each of my co-researchers individually cultivates their teaching identity by referencing their rhetorical embodied performance in their teaching philosophy documents. I use this analysis to propose a pedagogy of rhetorical embodied performance for TA education, which would contribute to scholarly conversations in rhetoric and writing surrounding the theoretical and practical divide in TA preparation and development. Therefore, this dissertation project contributes to disciplinary conversations on the intersections of tea (open full item for complete abstract)

MA, Kent State University, 2017, College of the Arts / School of Art

Teacher quality is a decisive factor in a student's educational experience. In turn, a teacher's continued professional development is crucial to his/her capacity for high quality instructional practice. Recent research indicates that school districts' heightened focus on standardized tests as a measure of student and teacher achievement has resulted in art teachers having fewer subject-relevant opportunities for high quality professional development within their schools and districts when compared with peers teaching “tested” subjects. Counter movements seeking to challenge the rise of “testing culture” in K-12 schools centralize the processes of student creativity, critical thinking, and other 21st century skills—along with the disciplines, subjects, and professional development experiences that are intrinsically predisposed to model and support them. A compelling example of such efforts is found in the work of the Columbus Museum of Art's education department staff, who successfully effected change first within the museum's institutional vision and framework, and next in issues of art education and schooling within their community. This case study of the museum's 2015 Teaching for Creativity Institute indicates that museums are uniquely situated to provide high quality professional development opportunities and create communities of support for art teachers and their non-art teaching colleagues. These professional development experiences also have the potential to serve as powerful advocacy tools for arts education and art museums.

Ph.D., Antioch University, 2017, Leadership and Change

This study developed a teacher self-assessment instrument in the form of six factors across two overarching constructs, resulting in one Positive Relationships scale with three factors; and three related, but separate, scales measuring elements of the Classroom Environment. Many teacher skills and qualities are known to contribute to effectiveness in the classroom, such as teacher self-efficacy, content knowledge, pedagogical knowledge, and instructional knowledge. The inclusion of affective dimensions of teacher effectiveness can complement the prevailing focus on other measures of teacher effectiveness, through the consideration of critically important, but relatively ignored, aspects of effective teaching. This study examined teacher attitudes toward building positive relationships with students and creating an empowering classroom environment, grounded in teacher effectiveness research. A survey was taken by 403 practicing elementary teachers in the United States. The results were analyzed using exploratory and confirmatory factor analysis. The resulting factors were compared with a four-item classroom management subscale of the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) to determine convergent validity, measuring similar underlying constructs; and divergent validity, measuring attitudes versus efficacy. Participant demographic variables were compared using independent sample t-tests, one-way ANOVA, and tests for metric invariance to determine if the instrument performed similarly with all groups. Findings show good model fit, reliability, and validity for the factors related to each overarching construct, and most demographic variables showed no variance in the models. Significant differences were found for the Managing Conflict factor between teachers who taught grades K–2 and teachers who taught all elementary grades. Group differences on the Student-Centered and Positive Guidance factors were found between t (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2016, Curriculum and Instruction Mathematics Education (Education)

Math Teachers' Circles are content-focused professional development for K–12 mathematics teachers that engage teachers and mathematicians in intensive, collaborative problem solving. Typically, Math Teachers' Circles begin with a weeklong summer immersion workshop. This study explored the effects of participation in such professional development on elementary and middle school teachers' mathematical identities, their mathematics teaching identities, and the interaction of these identities. This investigation used an explanatory multiple-case study methodology. Extreme cases were identified from first-time participants at three Math Teachers' Circle sites across the United States. Shifts in these teachers' identities were explored through open-ended interviews, pre- and post-workshop surveys, and written reflections. Teachers' identities were understood as the extent to which the teachers' personal identities aligned with the normative identity of the Math Teachers' Circle. The teachers' mathematical identities evolved most significantly as a result of their participation. During the immersion workshop, the teachers found that perseverance and collaboration assisted in their success at solving challenging and open-ended mathematics problems, and their confidence and motivation increased over the week. As a result, teachers' sense of self, including mathematics self-concept and self-efficacy, became stronger, and their understanding of the nature of mathematics evolved to include patterns, connections, and open-ended problems. The immersion workshop also changed teachers' perceptions of effective mathematics pedagogy. The teachers in this study found that collaborating and struggling through nonroutine problems was useful to their understanding of the problems and of teaching and learning mathematics. The teachers intended to use similar problems and pedagogy in their classes. However, the teachers' perceptions of their teaching abilities remained relatively (open full item for complete abstract)

Doctor of Education, Ashland University, 2015, College of Education

The purpose of this grounded theory study was to explore and conceptualize how teacher leaders are trained, developed, and supported both formally and informally to be effective in their roles. The study furthered examined teachers perceptions of the Ohio teacher leader endorsement and its' impact on them as teacher leaders. The study was conducted in an urban and suburban school district located in central Ohio. The eight teachers were selected to participate in the study because they held the Ohio teacher leader endorsement and work as teacher leaders in either a formal or informal role in their district. Five themes emerged from this study: (a) Formal training and support is essential for teacher leaders and can provide teachers with credibility among their colleagues, (b) Teacher leaders in both formal and informal roles are necessary to impact change in their organization, (c) Formal teacher leaders can lead from the classroom, (d) Informal support for teacher leaders, and (e) Stronger connections between statewide initiatives and the work of teacher leaders are necessary for educators to make sense out of the work of teacher leaders.

Doctor of Philosophy, The Ohio State University, 2013, Music

Learning communities were essential to the teaching practices of exemplary mid-career elementary general music teachers. Meaningful stories contributed insight into the teachers' communities, career development, attitudes, and resilience. Accounts at a specific time in the teachers' careers initiated documentation of elementary general music teachers' career life cycle. Twenty-four exemplary mid-career elementary general music teachers were selected with combination criterion and snowball method. Teachers participated in a pre-interview descriptive survey and an interview. Most teachers allowed a classroom observation without students and submitted documents reflecting the incorporation of their learning community into their teaching. Research questions resulted in a description of their learning communities, meaningful experiences from their learning community, and how theses events influenced their teaching and their students' learning. Data emerged in two forms: individual teacher profiles and four broad themes across all interviews: (a) Multiple Learning Communities, (b) Membership Rationale, (c) Professional Development, and (d) Job Satisfaction. The exemplary mid-career elementary general music teachers (a) were dedicated, (b) loved music and loved teaching music, (c) practiced systematic reflection, (d) responded to change, (e) revealed an intrinsic drive towards being a life-long learner, (f) sought their own professional development, (g) reflected upon their professional development needs, and (h) valued sharing with other teachers. The teachers' learning communities were (a) diverse, (b) rich, (c) multiple, and (d) involved greatly with the teachers' practices. Inspiration and adaptation to change were themes associated with lifelong learning. Developing teacher biography would lead to further knowledge about resilience and lifelong learning. Further research into the use of learning communities for sustainable professional development is requi (open full item for complete abstract)

Doctor of Philosophy in Urban Education, Cleveland State University, 2013, College of Education and Human Services

Adult literacy educators enter into teaching positions where they are entrusted with the education of adult learners, often without any prior preparation, and with very little guidance on how to actually teach the learners in their classes. Many “happen upon” jobs teaching adult literacy education, without previously having education as a career goal. Typically, the formal educational training of adult literacy educators is not in adult literacy, nor in the content areas that these instructors are expected to teach. Internationally, there is concern about the quality of educators in adult literacy due to their lack of formal education in adult literacy content areas (reading, writing, mathematics, science, and social studies) and their lack of teacher qualifications (Lucas, et al, 2005). This study examined the current state of teacher preparation and professional development from the perspective of thirty-seven current teachers, twenty-four from within the federally and state-funded adult literacy education system in Ohio. The study also examined how well current hiring and professional development requirements prepare them for instructional practice and instructional decision-making with adult learners from various cultural and educational backgrounds. The study suggests a model of professional development that can potentially provide teachers with the knowledge and skills they need to feel prepared to deliver instruction to adult literacy students.

Doctor of Philosophy, The Ohio State University, 2021, Kinesiology

It is little wonder that there is national consensus on the necessity for school physical education to facilitate holistic development of all learners. Moreover, given the increased mental health issues that K-12 students are facing, it is important to consider a strengths-based approach to physical education that focuses on the holistic development. Positive youth development (PYD) is such a strengths-based approach but there is limited evidence of its utility in K-12 physical education. PYD aligns with the adventure-based learning (ABL) pedagogical model in physical education, which focuses on developing the personal and social skills of students. Thus, the purpose of this qualitative study was to explore the use of a virtual professional development workshop on teachers' knowledge and understanding of ABL and PYD and their perception of using ABL to foster PYD. A qualitative case study design was adopted as a methodological approach. Five in-service physical education teachers were selected as key informants. Data were gathered through individual interviews, focus group interview, videotaping and field notes, researcher's memos, and participants' written journals. Data were analyzed using inductive analysis. The findings of this study indicated that the virtual professional development workshop was helpful in supporting teachers' learning and understanding of ABL and PYD, and their perception of using ABL to foster PYD. Specifically, the teachers understood ABL as a useful strategy, particularly as a good starter of a new academic year. They also perceived that, using the ABL model, it was feasible to foster PYD within physical education settings. Given the teachers' learning about ABL and PYD, it was determined that the content of the virtual professional development workshop was effectively delivered to the teachers. Four specific factors were highlighted as important for the effectiveness of the workshop: (a) uniqueness of the professional development activiti (open full item for complete abstract)

EdD, University of Cincinnati, 2006, Education : Literacy

This dissertation is comprised of a series of scholarly papers submitted in an alternative format. All four chapters represent separate, but related, studies embedded in the context of a state-wide professional development project: The CORE Literacy Specialist project 2000: A State of Ohio Professional Development Collaboration. The first chapter presents a synthesis of what three committed teachers learned throughout participation in the CORE project. The findings presented in the study provide evidence as to what the teachers did in their own classrooms and in the professional development sessions as a result of their new learning. Chapter Two is a single participant case study was designed to examine the usefulness of the Teacher Learning Instrument (TLI) as a tool for scaffolding teacher learning. The TLI (Rosemary & Roskos, 2001) calls for literacy specialists to engage a teacher(s) in a diagnostic process of self-examination. The findings from this study capture the impact of the TLI, as a framework for assisted performance, in a school-based professional development model. Chapter Three was designed to build on chapter two, the initial TLI study. In addition to involving more teachers, this study differs from the first in its specific focus on the application of the scaffolding features in the activity setting of the literacy specialist/teacher meetings and on coaching as assisted performance. The final chapter was designed to examine the knowledge and skills sustained by three primary teachers in their urban classrooms two years after participating in the CORE Literacy Specialist project. This qualitative study (Glasser & Strauss, 1967) also addressed the factors that hindered and/or supported sustained implementation efforts according to these three teachers' report.

Master of Science, University of Toledo, 2008, Biology (Cell-Molecular Biology)

Professional development programs are important in helping teachers to obtain the knowledge and skills that are necessary to overcome students lack of achievement in science. Effective measures of teachers science knowledge are essential for successfully evaluating the programs impact on teachers knowledge. This study explores the development of science knowledge instruments for elementary and middle school teachers participating in the second cohort of a professional development program called NWO-TEAMS (Teachers Enhancing Achievement in Mathematics and Science). The instruments that were used for cohort one of the program were found to be too easy and thus not able to assess the effectiveness of the program. New instruments were created to be more difficult by using Blooms taxonomy and increasing the effectiveness of the items distracters. The second year instruments included more items with effective distracters and more items that measured higher order cognitive abilities. As a result, the second year instruments were better able to separate teachers based on their science knowledge and every grade level in the second cohort demonstrated significant increases in science knowledge on the posttests. The development of the instruments in this study is presented as a model for the evaluation of professional development programs which seek to improve teachers science knowledge.

Doctor of Philosophy, The Ohio State University, 2005, Physical Activity and Educational Services

Professional development that underlies education reform efforts carries the implicit assumption of teacher change (Fullan, 1992). Butler, Lauscher, Jarvis-Selinger and Beckingham (2004) suggest that regardless of the demand for professional development, “questions remain concerning how to conceptualize teacher learning and, correspondingly, about how to construct professional development so as to foster meaningful change” (p. 436). Questions also remain about how to achieve meaningful change beyond the level of the teacher. Richardson and Placier (2001) suggest that although both organizational, individual and small group change have been studied separately, change at all levels is necessary if systemic change is to be successful. This study is significant in that it is uniquely positioned to study changes in teachers and their practices while at the same time studying recursive relationships between teacher change and district level change. The purpose of this study was to understand the long-term influences that resulted from teachers' involvement in a community of practice underlying a 15 month professional development program. Twenty seven semi-structured interviews were conducted, audiotaped and transcribed. These included two interviews with each teacher, at the beginning and end of the data collection period in addition to an interview regarding classroom observations; interviews with three district representatives and each participant's principal; and a focus interview with all six teachers. Data were also collected from 18 classroom observations, three questionnaires and documents related to the professional development intervention. Data were inductively analyzed from an interpretive practice perspective that considers both what and how reality is constructed (Gubrium & Holstein, 2000). The analysis was conducted with the assistance of the qualitative software Nud*ist. Findings revealed that teachers shed their positional identities as an isolated and mar (open full item for complete abstract)

Doctor of Education, Ashland University, 2009, College of Education

This dissertation describes research designed to investigate the influence of select teacher and school characteristics on the perceived professional development needs of in-service physical educators in the state of Ohio. Data were collected using a self-report survey instrument comprised of the Professional Development Needs Questionnaire-Physical Education (Conkle, 1994), and the Teacher Concerns Questionnaire-Physical Education (McBride, 1993). Additional demographic data were collected and categorized according to grade level taught (elementary, middle school, high school, or some combination), and school setting/location (urban/inner city, suburban/small city, and rural). Descriptive statistics and Pearson correlation coefficients were analyzed to determine the strength of the relationship between the independent and dependent variables. Multiple regression using stepwise method was further conducted to determine the degree to which a teachers' stage of concern, grade level taught and school setting influenced their perceived professional development needs. Results indicated that participants' perceived professional development needs were driven primarily by issues of concern rather than teaching situation (e.g. grade level taught; school setting/location).

Doctor of Education (Educational Leadership), Youngstown State University, 2013, Department of Teacher Education and Leadership Studies

Professional development is a common phrase used by public school educators to describe the training they participate in order to stay current and increase their knowledge and skills in their respective fields. School districts implement professional development for various purposes including but not limited to curriculum, pedagogy, mathematics and so forth. In various school districts professional development training has many formats. Some of these formats include attending conferences, hiring outside consultants, using existing staff, small group book studies, live sessions and online training. Often, the sessions vary from one single isolated training session to on-going multi-year training plans. Essentially, no professional development programs are identical. This dissertation analyzes current secondary data including published articles, journals, reports, dissertations, theses and studies to identify effective characteristics of professional development in traditional public schools grades K-12 since the inception the No Child Left Behind Act of 2002 hereafter referred to as NCLB. The dependent variable of student test scores is analyzed to examine what characteristics/strategies are identified as effective and to what degree. Analysis revealed that the professional development of teachers had a moderate-to-large significant effect on student achievement.

Doctor of Education, Miami University, 2024, Educational Leadership

This qualitative study explored the impact of various professional development models in the Science of Reading on teachers' beliefs within a rural school district in southwestern Ohio, conducted amidst the state's implementation of the Dyslexia Law. The research aimed to address gaps in understanding how different approaches, such as LETRS and Orton-Gillingham, influence teachers' instructional beliefs. Data was collected through structured questionnaires completed by 18 educators and in-depth interviews with a subset of 5 participants, providing a comprehensive view of the factors that shape belief changes. The study identified key themes, including the transformative power of long-term, expert-led professional development, the critical role of ongoing coaching and support, and the effectiveness of collaborative and hands-on learning experiences. Findings revealed that professional development with a strong structure, expert facilitation, and opportunities for peer collaboration had the most significant impact on shifting teachers' beliefs toward evidence-based practices aligned with Science of Reading principles. Veteran teachers, in particular, experienced more profound shifts, likely due to the challenge presented to their established instructional beliefs. The research has direct implications for the district's future professional development planning, suggesting that sustained and comprehensive models are most effective in fostering lasting belief changes. By aligning professional development offerings with the principles of the Science of Reading, districts can more effectively address gaps in teachers' initial preparation and reinforce evidence-based practices. These insights not only inform local decision-making but also contribute to broader discussions on best practices in professional development, providing a potential framework for other districts seeking to elevate literacy instruction through targeted professional learning initiatives.

Ph.D., Antioch University, 2024, Leadership and Change

The racial diversity of children in US public schools continues to increase while most teachers and school leaders are White. In addition, systemic racism, whitewashing of curricula, microaggressions, and deficit mindsets persist within schools across the country. These pervasive injustices that plague the student experiences of children of the Global Majority must be addressed with focused, sustained intention. This study offers social justice school leadership as an effective strategy to dismantle oppressive approaches to schooling. Specifically, it explores how social justice-oriented school leaders set the conditions for impactful, sustained staff development in social justice practice. By employing multiple case study methodology, the experiences of leaders within two New York City public middle schools that have established commitments to culturally responsive/relevant teaching (CR/RT) will be explored. Semi-structured interviews were used to uncover how school leaders leveraged both adaptive and technical leadership to enact school-wide efforts to embed CR/RT into instructional practice. Analysis was built on an existing framework to identify specific leadership roles that best support impactful social justice professional development over time. This study seeks to understand frequently overlooked aspects of this topic by delving into mindsets and actions, acknowledging both formal and informal school leadership and how such efforts play out within multiracial staff. This dissertation is available in open access at AURA: Antioch University Repository and Archive (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

Professional development (PD) hours are required for licensure renewal for the more than 110,000 teachers in Ohio. Despite being entrenched in the culture of education; many teachers view PD negatively. In this qualitative study, three structures of PD are studied to determine their impact on teacher attitudes. These three structures are online learning modules, professional conference/self-guided PD, and cohort/professional learning communities (PLC). The PD models are analyzed through the theoretical framework of andragogy, or the adult learning theory. There are six principles of andragogy, and these ideas were central to the questions in both a Google Form survey and semi-structured interview questions. There were 76 survey participants that fit the criteria of an Ohio teacher that had been through the licensure renewal process at least once and had engaged in all three models of PD being studied. Six of these participants were chosen to be interviewed via Zoom to gather more in-depth explanations as to why they answered the survey questions the way they did. The research determined that the more aligned to the principles of andragogy the PD structure is, the more positively it is received by the teachers. Conferences/self-guided PD were viewed most positively, followed by cohort/PLCs, and finally online modules; the first encompassed all six of the tenets of andragogy, cohort/PLCs included five out of six, and online modules comprised only one of the principles. This research has implications for those that plan and execute PD, especially at the district level. To elicit positive attitudes toward professional development, the model employed should prioritize the principles of andragogy.

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

The Positive Behavior Interventions and Supports (PBIS) framework is a research-based model that yields positive behavioral, social, emotional, and academic outcomes (Horner et al., 2009; Horner, 2014; Mathews et al., 2013). However, schools have reported varied success rates with implementation and achieving desired outcomes. While hundreds of studies have been conducted on PBIS implementation, few have focused on small, rural school populations. This mixed methods study used linear regression analysis to investigate the relationships between PBIS implementation levels, teacher efficacy, and professional development. It involved data from an administrator screener, multiple teacher surveys, and interviews with teachers and administrators from small, rural schools in Ohio. The independent variable examined was teacher efficacy and the dependent variables include quantity of training and type of training. Qualitative data from two administrator and two teacher interviews was used to gain insight into the challenges and obstacles that interfere with PBIS implementation. Their responses were recorded and transcribed using Zoom Meeting platform. Deductive and inductive coding processes were applied to identify facilitating and impeding factors. Results revealed no significant relationship between teacher efficacy levels and the type of training schools provided. However, a positive relationship was found between the quantity of training received and teachers' collective efficacy scores. These findings yielded a predictive model showing that collective efficacy scores increase about one point on a 9-point Likert scale for every 4-5 hours of training. In addition, qualitative results confirmed the previous research that identified administrative support, ongoing coaching and training, and positive teacher belief/staff “buy-in” as facilitating factors in PBIS implementation. Furthermore, the study found that a grassroots effort over legislative demands, staff collabora (open full item for complete abstract)

Doctor of Education , University of Dayton, 2024, Educational Administration

This study employs a mixed-method approach to investigate the experiences of Black students in their interactions with White teachers, as well as their perceptions of racial identity acceptance within the school community. Additionally, it seeks to explore the attitudes of White teachers towards their relationships with Black students and the potential implications for the disproportionate exclusionary discipline data within the school. The proposed action plan entails the implementation of an equity-centered disciplinary referral progress monitoring system, the establishment of a year-long Culturally Responsive professional development cycle for teachers, and the organization of bi-monthly engagement sessions for parents and Black students to empower their voices. Through these strategic interventions, the study aims to cultivate a more inclusive and supportive school environment for Black students while simultaneously mitigating the incidents of exclusionary discipline within this student demographic.

Doctor of Education , University of Dayton, 2024, Educational Administration

This dissertation delves into the intricate dynamics of school mergers within the Blue Grass Independent Public School system (BIPS), offering a nuanced understanding of their repercussions on teacher experiences. Led by principal researcher Sean Bohannon, this study meticulously examines the impact of experienced leadership, intentional identity-building, and targeted professional development on addressing teacher inequities post-merger. Through in-depth interviews with seasoned educators, the research underscores the intertwined nature of teacher retention, motivation, and the efficacy of post-merger initiatives. Central to this inquiry is identifying disparities in professional development, resource allocation, and support systems among educators within BIPS. Moreover, the study delves into the pervasive issue of teacher attrition and its implications for student outcomes. The research scrutinizes existing strategies and interventions by conducting a comprehensive literature review, explicitly focusing on culturally responsive professional development to mitigate these inequities and foster a more equitable educational environment. The overarching goal of this study is not merely to rectify systemic imbalances but to catalyze transformative change within BIPS. Through participatory action research, Sean Bohannon engages colleagues in a shared exploration of their experiences with professional development, particularly emphasizing culturally responsive teaching practices. By understanding how these experiences shape classroom practices and impact the learning environment, the study aims to empower educators to cultivate inclusive and equitable learning environments for all students. This dissertation offers valuable insights and actionable recommendations for administrators, educators, and policymakers grappling with the challenges and opportunities of school mergers in the educational landscape. By emphasizing the importance of experienced leadership, intenti (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2024, Agricultural Communication, Education and Leadership

This qualitative study, utilizing Expectancy Value Theory (EVT) as a guiding framework, delves into the motivations and preferences of alternatively certified School-Based Agricultural Education (SBAE) teachers in Ohio regarding their engagement with Teacher Professional Development (TPD). Through individual interviews with 10 alternatively certified SBAE teachers, three overarching themes emerge: "Navigating Challenges in SBAE Teacher Professional Development," "Weaving Wisdom for Workforce Preparedness," and "Navigating Nuances in SBAE." These themes shed light on various aspects of the challenges encountered by alternatively certified SBAE teachers and offer recommendations for effective solutions. The discussion transitions from exploring these challenges to examining the multifaceted roles played by SBAE teachers in shaping agricultural education programs. Future research should prioritize evaluating the effectiveness of ready-to-implement TPD initiatives, exploring innovative delivery methods like virtual simulations and mentorship programs to enhance accessibility and efficacy, thereby fostering a supportive ecosystem for continuous growth and professional development within agricultural education.