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ERIC Number: ED393821
Record Type: RIE
Publication Date: 1995-Nov-9
Reference Count: N/A
Research Report on the Implementation of Professional Development in Kentucky.
Daniel, Patricia L.; Stallion, Brenda K.
The Kentucky Education Reform Act of 1990 required a complete restructuring of the educational system and greater emphasis on professional development focused on the needs of teachers at local schools. The purposes of this study were to determine the extent to which schools across the Commonwealth were implementing School-Based Professional Development (SBPD); to explore the status of school-based professional development; to analyze the implementation patterns of school-based professional development; to report the perceptions of professionals toward their school and individual professional development plans; and to provide recommendations regarding successful patterns of implementation of SBPD. The study participants included 44 schools, three elementary, one middle, and two high schools from each of the eight regions of the state. Data were collected by trained observers using the Innovative Component Configuration Map for School-Based Professional Development and structured interviews. The data revealed that nearly all schools reported the development and implementation of annual professional development plans and support structures for professional development. High implementers of professional development options differed from low implementers in the use of mentoring, using new practices, time available during school day, recognition of expertise, local networks for learning and implementing new strategies, and individual professional growth plans. Finally, teachers had more input at the local school level, and financial support for professional development had increased. Among suggested recommendations were the following: (1) professional development plans should include a mission statement to help school personnel focus their goals, as well as activities such as mentoring, time during the school day, reflection, collaboration, and action research; and (2) the concept of what constitutes professional development should be expanded. Suggestions for further research are included. (ND)
Descriptors: Administrator Role, Educational Change, Educational Objectives, Educational Planning, Educational Policy, Elementary Secondary Education, Faculty Development, Inservice Teacher Education, Organizational Objectives, Principals, Professional Development, School Policy, School Role, Teachers, Time Management
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 9, 1995).