Thursday, November 29, 2007

Teacher professional development studies

A shift to greater school-level control of teacher professional development may be responsible for "perceptual discrepancies" over who is primarily responsible for organizing teachers’ learning activities, according to a survey of 1400 teachers, principals, and district superintendents. Principals and teachers in larger schools tended to have the greatest sense of school-level influence over professional development; however, in low-income schools, district administrators were perceived to have more authority. Districts were seen as the main source of financial support for teacher professional development, but the findings "also suggest a fair amount of discretionary authority at the school level to select and purchase materials and services specific to their needs."
PBS Teacher Line/Hezel Associates.(2007). The PBS TeacherLine National Survey of Teacher Professional Development. Syracuse, NY: Hezel Associates.

A good research roundup on this topic is available at:

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