Publication Date


Date of Final Oral Examination (Defense)


Type of Culminating Activity


Degree Title

Doctor of Education in Curriculum and Instruction


Curriculum, Instruction, and Foundational Studies

Major Advisor

Jonathan Brendefur, Ph.D.


Kenneth Bell, Ph.D.


Julianne Wenner, Ph.D.


Jane Shimon, Ph.D.


The purpose of this single case study was to explore a Physical Education (PE) mentor teacher’s perception of working with a Professional Development Partnership (PDP) for over 17 years. The researcher coined the new term PDP, which deviates from a Professional Development School in that a PDP is not a school-wide endeavor. A PDP can be a model used for a teacher education program for subject areas where there are limited, or only one, teacher at the given school, as seen in PE.In particular, this study examined how a PDP influenced a mentor teacher’s professional development and the ways in which value was created by partnering with the PDP. The study applied the Value Creation Framework (VCF) created by Wenger, Trayner, and de Laat (2011) for assessing value created from working in a Community of Practice (CoP). A CoP can be described as any group of individuals who are interested in a common endeavor, organically formed, meet regularly, and develop learning in a social nature, such as a PDP. The VCF was used as an analytical tool to identify how a mentor teacher can benefit from the involvement of a PDP. The findings from this study found that the PEmentor teacher increased their professional development as a result of working in the PDP. Additionally, as a result of working with a PDP, the PE mentor teacher found value in all five areas of the VCF including Immediate Value, Potential Value, Applied Value, Realized Value, and Reframing Value (Wenger et al., 2011). Findings from this study can have different implications for different stakeholders, however the researcher suggests that the VCF be used to help assess the value the PDP model has for members involved in the partnership.