Professional Development in the United States: Trends and Challenges. Phase II of a Three-Phase Study. Technical Report

Autor/inn/en	Wei, Ruth Chung; Darling-Hammond, Linda; Adamson, Frank
Institution	National Staff Development Council
Titel	Professional Development in the United States: Trends and Challenges. Phase II of a Three-Phase Study. Technical Report
Quelle	(2010), (140 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Faculty Development; Teacher Collaboration; Beginning Teacher Induction; Teacher Participation; Access to Education; Educational Trends; National Surveys; Teacher Surveys; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Lehrerkooperation; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsentwicklung
Abstract	This report is the second part of a three-phase research study of teacher professional learning opportunities in the United States. In the first report, "Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad" (Wei, Darling-Hammond, Richardson, Andree, & Orphanos, 2009), an in-depth review of the research on effective professional development served as the basis for evaluating the current status of professional learning in the United States in relation to learning opportunities in other countries. The report found that opportunities for sustained, collegial professional development of the kind that produces changes in teaching practice and student outcomes are much more limited in the United States than in most high-achieving nations abroad. This second report utilizes several data sets to update that examination of professional learning opportunities for U.S. teachers. It analyzes the Schools and Staffing Survey (SASS)--a major national dataset--over three administrations of the survey (2000, 2004, and 2008), comparing teachers' responses on professional development questions in order to evaluate the progress of professional development efforts in the states over the last decade. This report finds that there has been progress among states in the provision of induction supports to beginning teachers and professional development on the content of the subjects taught. Nearly 75 percent of beginning teachers now participate in induction programs, and 80 percent report having a mentor. These opportunities are more available, however, to teachers in suburban districts than to those in urban or rural schools and those serving larger proportions of low-income and minority students. Appended are: (1) Data and Methodology; and (2) Results from the 2007-08 Schools and Staffing Survey. (Contains 131 tables, 7 figures and 3 footnotes.) [For related reports, see "Teacher Professional Learning in the United States: Case Studies of State Policies and Strategies. Technical Report" (ED515891) and "Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad. Technical Report" (ED504168).] (ERIC).
Anmerkungen	National Staff Development Council. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.nsdc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10