A Comprehensive Review of Professional Development in South Carolina.

Autor/inn/en	Haslam, M. Bruce; Fabiano, Lara
Institution	Policy Studies Associates, Inc., Washington, DC.
Titel	A Comprehensive Review of Professional Development in South Carolina.
Quelle	(2001), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Standards; Administrator Attitudes; Elementary Secondary Education; Faculty Development; Inservice Teacher Education; Principals; State Standards; Teacher Attitudes; Teacher Improvement; Teachers; South Carolina + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Principal; Schulleiter; Lehrerverhalten; Lehrer; Lehrerin; Lehrende
Abstract	This study examined professional development offered in South Carolina, how it was offered, support given to implement skills acquired from professional development, and how professional development enhanced academic goals outlined in district and school strategic plans. The paper describes characteristics of high quality professional development (e.g., focus on rigorous content knowledge and content-specific instructional practices, teacher and principal engagement as active learners and problem solvers, and content derived from research and examples of best practice). The study involved surveys of 3,250 educators, case studies of professional development in 10 school districts, interviews with State Department of Education staff, and review of documents on state professional development programs and policies. While many teachers believed the professional development available to them was worthwhile, it missed the mark for many others. Though teachers and principals did not give professional development very high marks, many schools and districts were reasonably positive environments for it. Respondents did not have enough time to take advantage of what they learned in professional development. State and local level professional development were primarily supply-driven. Locally, professional development was fragmented. Recommendations for improving professional development quality are included. Two appendixes present research design, methodology, and survey instruments. (SM)
Anmerkungen	Policy Studies Associates, Inc., 1718 Connecticut Avenue, N.W., Suite 400, Washington, DC 20009. Tel: 202-939-9780.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC