NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED489422
Record Type: Non-Journal
Publication Date: 2006-Jan
Pages: 158
Abstractor: ERIC
Reference Count: 33
ISBN: N/A
ISSN: N/A
Teacher Professional Development in 1999-2000: What Teachers, Principals, and District Staff Report. Statistical Analysis Report. NCES 2006-305
Choy, Susan P.; Chen, Xianglei; Bugarin, Rosio
National Center for Education Statistics
In developing the 1999-2000 Schools and Staffing Survey (SASS), a special effort was made to include questions that would help determine the extent to which the characteristics of professional development policies and practices were consistent with the emerging consensus on the key features of professional development as described by Hawley and Valli (2001). The survey addressed how professional development was organized and managed, what kinds of activities were available to teachers, and which ones they participated in. This report uses these data to describe what district staff, principals, and teachers reported about these important aspects of teacher professional development. The SASS data cannot be used to address questions on whether these aspects actually improve the effectiveness of teacher professional development activities (i.e., questions regarding associations between particular professional development activities and student outcomes). Major topics covered by this report include planning and implementation of professional development, selection and evaluation of professional development activities, support for teacher professional development, professional development topics, and usefulness of professional development activities. Some of the findings of this study include: (1) According to district staff, primary responsibility for deciding the content of professional development activities, designing and planning activities, and conducting activities rests most commonly with district staff or principals rather than teachers or outside providers; (2) Outside providers play a larger role in conducting activities than they do at the earlier stages (i.e., deciding the content, deciding and planning the activities); (3) Most public school principals reported that they (83 percent), teachers (78 percent), and district staff (73 percent) had "a great deal of influence" in determining the content of in-service activities; (4) Boards has similar amounts of influence in both public and private sectors; (5) At the elementary level, teachers' likelihood of reporting that teachers in their school had "a great deal of influence in determining the content of in-service activities" decreased as school size increased; and (6) Between 81 and 89 percent of public school principals reported that district-level initiatives and improvement plans, school improvement plans, and implementation of academic or skills standards were "very important" determinants of professional development activities for teachers. Appended are: (1) Standard Error Tables; and (2) Technical Notes. (Contains 51 tables and 13 figures.)
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free).
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Secondary Education
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.; MPR Associates, Berkeley, CA.
IES Funded: Yes