Greg G. Paulmann, Ph.D. is a 2009 graduate of the PHD Program in Leadership and Change at Antioch University.

Dissertation Committee

  • Elizabeth Holloway, Ph.D., Committee Chair
  • Laurien Alexandre, Ph.D., Committee Member
  • Brad Mitchell, Ph.D., Committee Member
  • Todd White, Ph.D., External Reader


clinical teaching practices, educational field testing, student strategies, differentiated instruction, student assessment, heuristics, habits of mind, professional learning communities, teachers, middle school instruction, teacher leadership

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Publication Date



Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking using the National Institute for Excellence in Education’s Teacher Advancement Program’s master teacher model as a conduit between theory and practice. A study of professional development design based on student learning strategies became worthy of review. The master teacher, through field testing and critical reflection, isolates critical elements necessary to transform teaching practice around student learning strategies. The work of the master teacher is situated as a leader of change within a professional learning community. This work has potential to promote significant school improvement. The Teacher Advancement Program models a systematic process by which teachers develop and tune teaching strategies directly from student identified need. This study captures the chronicling process as it relates to and aligns with standards of critical thinking, student meta-cognition, and student deployment and use. It provides a forum for training teachers to be critically reflective practitioners moving conversation and study from theory to practice. The electronic version of this dissertation is accessible at the OhioLINK ETD Center,