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ERIC Number: ED444779
Record Type: Non-Journal
Publication Date: 1999-Dec
Pages: 95
Abstractor: N/A
Reference Count: N/A
Restructuring Professional Development as a Collaborative Practice: A Case Study of Educational Change in a Rural School Division.
Nadolny, Barry
This study examines the effects of changes made by a small rural school division in Manitoba (Canada) to its professional development model in response to requirements for new curricula and provincial standards tests. The study looks at the effects that sharing of local expertise, the restructuring of the traditional professional development funding model, and a concentrated effort on curriculum implementation have had on teacher effectiveness and satisfaction, and classroom instruction. Data were gathered from two surveys given to 66 teachers and 10 administrators. Findings indicate that teacher networking was taking place on a large scale in the division and was meeting the needs of teachers; teachers reported a high degree of satisfaction; teacher networking was helping with curriculum implementation, introducing teachers to new classroom teaching strategies and meeting their personal professional development goals; and teachers felt that funds were being used more efficiently and effectively. Administrators felt that the amount of money given to schools for professional development was inadequate and that although professional development funds had a positive impact on teacher performance, the impact on support staff was questionable. The model was more beneficial to early and middle-years teachers than to senior-years teachers and teachers without a regular classroom. Appendices present a diagram of professional development, a professional development newsletter, and the survey instruments. (Contains 44 references.) (TD)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A