Statistical snapshots of current trends and practices in professional development.
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- Modes of Professional Development Delivery"; } else { echo “• Modes of Professional Development Delivery"; } ?>
- Types of Professional Development Content"; } else { echo “• Types of Professional Development Content"; } ?>
- School Support"; } else { echo “• School Support"; } ?>
- State Policy Overview"; } else { echo “• State Policy Overview"; } ?>
Modes of Professional Development Delivery
New Media
While almost all schools offer professional development in traditional, face-to-face setttings, the use of electronic media to deliver training rose dramatically from 2005 to 2006.
SOURCE: Market Data Retrieval
Working Together
Many teachers also reported acquiring professional development through collaborative and reflective activities outside traditional training settings.
SOURCE: EPE Research Center analysis of U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, Public Teacher Questionnaire, 2003-04.
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Types of Professional Development Content
FOCUS: Subject-Area Content
Eighty-three percent of teachers reported that they participated in professional development focusing on the content in their subject area in the past 12 months.
Top Priorities
Nearly one-quarter of teachers identified subject-area content as their first priority or their own additional professional development.
FOCUS: Student Discipline & Management
Forty-three percent of teachers said they participated in professional development focusing on student discipline and classroom management in the past 12 months.
FOCUS: Instructional Technology
Sixty-four percent of teachers reported that they had participated in professional development activities focusing on the use of computers for instruction in the past 12 months.
FOCUS: Reading Instruction
Sixty percent of teachers said they participated in professional development focused on reading instruction in the past 12 months.
FOCUS: Special Education Students
Question: In the last three years, have you had 8 hours or more of training or professional development on how to teach special education students?
FOCUS: Limited-English Proficient Students
Question: Question: In the last three years, have you had 8 hours or more of training or professional development on how to teach limited-English proficient students?
SOURCE: EPE Research Center analysis of U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, Public Teacher Questionnaire, 2003-04.
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School Support
Opportunities for Training
Among the types of support teachers reported receiving to participate in professional development, scheduled time in the contract year was the most common.
Professional Recognition
Credits toward next-stage certification were far more commonly reported than salary increases or recognition on performance evaluation as rewards for participation in professional development.
SOURCE: EPE Research Center analysis of U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, Public Teacher Questionnaire, 2003-04.
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State Policy Overview
| Click on image to downlaod PDF table | ||
| State Support | State Mentoring | Certification Incentive |
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