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ERIC Number: ED499124
Record Type: Non-Journal
Publication Date: 2007
Pages: 33
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
PBS TeacherLine National Survey of Teacher Professional Development, 2005-2006
Hezel Associates (NJ1)
PBS TeacherLine, an initiative funded under the U.S. Department of Education's Ready To Teach program, is designed to provide high-quality online professional development for K-12 teachers. Through the first five-year grant cycle, ending in 2005, PBS TeacherLine produced approximately 100 online facilitated courses in reading, mathematics, science, instructional strategies, instructional technology, and curriculum mapping. In the new grant period, PBS TeacherLine is creating a 21st century digital professional development model for online professional and organizational learning and support. During the first year, the evaluation team designed and carried out a series of studies of teacher professional development and instructional coaching, with particular concern for Title I and underperforming schools, in order to better understand the context of teacher professional development, as well as to inform the developmental effort for the coaching resource prototype. These include a national survey of more than 1400 school teachers and administrators and follow-up case studies, a study of PBS facilitators who also coach, an instructional coaching literature review, a study of Educational Service Agencies, and a coaching needs assessment study. This report focuses on the national survey of district and school administrators and teachers undertaken to better understand the national professional development context. This study gathered information on the organization and management of teacher professional development in schools and school districts, the relation between school-level and district-level professional development activities and decision-making, and the role of technology in supporting professional development efforts. Results indicate principals and assistant principals assume significant responsibility with regard to planning and implementing teacher professional development in their schools. Responses also pointed to a number of conflicting beliefs amongthe groups surveyed. Further study findings indicate an intricate relationship among contexts, activities, and decisions surrounding teacher professional development at school and district levels. (Contains 13 figures and 5 tables.)
Hezel Associates, LLC. 1201 East Fayette Street Suite 44, Syracuse, NY 13210. Tel: 315-422-3512; Fax: 315-422-3513; e-mail: info@hezel.com; Web site: http://www.hezel.com
Publication Type: Reports - Research
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Hezel Associates., Syracuse, NY.