ERIC Number: ED414279
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
Teachers Planning Professional Development in a Reform Context: The Case of Kentucky.
McDiarmid, G. Williamson; Kelly, Philip P.
To examine how Kentucky teachers perceive their needs and how to best meet those needs in the context of systemic reform, researchers examined teachers' plans for their own professional development. Data came from case studies of 21 Kentucky schools that were part of the Professional Development in the Service of Systemic Reform project and a telephone survey of principals and professional development chairs from 77 schools. Input was also sought from the professional development staff at the Kentucky State Department of Education. Questions focused on the planning process, the decision making process, professional development decisions, character of professional development, teachers' reactions, and unintended consequences. The 1995-1996 telephone survey involved analyzing patterns of professional development planning statewide and within the schools. From both data sources, the evidence indicated that teachers were making the decisions about their professional development. Regarding format, of the 623 professional development activities reported, slightly less than half (303) fit the traditional paradigm description. Secondary schools offered more innovation than elementary schools. Half of the activities had an identifiable curriculum focus, with most in three areas (literacy, technology, and mathematics). Findings showed that while Kentucky teachers are in control of planning their own professional development, their decision-making is limited by available time, the accountability system, and prevailing views of professional development. Fifteen charts are attached. (Contains 14 references). (SM)
Descriptors: Case Studies, Educational Change, Educational Innovation, Elementary Secondary Education, Faculty Development, Inservice Teacher Education, Participative Decision Making, Principals, Public School Teachers, Public Schools, Teacher Improvement, Teacher Participation, Teacher Role, Telephone Surveys
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: John D. and Catherine T. MacArthur Foundation, Chicago, IL.; Spencer Foundation, Chicago, IL.; Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: N/A
Identifiers - Location: Kentucky
Identifiers - Laws, Policies, & Programs: Kentucky Education Reform Act 1990