Data sources included professional development training logs and observations, professional
development teacher surveys, and interviews with teachers and principals.
Not exact matches
Five - year evaluation study on the effectiveness of A + arts - integrated school reform strategies in Oklahoma schools, based on a
survey of students,
teachers, and professional -
development faculty.
The results of this
survey are predictable: protests about narrowing the curriculum, teaching to the test, inadequate professional
development, unfairness toward disadvantaged and minority youngsters — and toward hard - working
teachers themselves.
The
survey also suggested that two thirds of supply
teachers had not had access to training and
development opportunities.
As importantly, it appears that existing
survey - based measures of non-cognitive skills, although perhaps useful for making comparisons among students within the same educational environment, are inadequate to gauge the effectiveness of schools,
teachers, or interventions in cultivating the
development of those skills.
More than half the 52,400
teachers surveyed for a federal report judged the professional
development they received «very useful.»
The 2013 Organisation for Economic Co-operation and
Development (OECD) Teaching and Learning International
Survey (TALIS) explored
teachers» experiences of professional learning.
For the report, published online Jan. 9 by the National Center for Education Statistics, the authors
surveyed teachers on professional -
development issues during the 1999 - 2000 school year.
13 % of people
surveyed thought reducing head
teachers» workloads could offer a solution — freeing them up to invest in school
development, rather than spending time on day - to - day administrative duties.
The combined power of persuasion, purse, and professional
development has reaped results: nearly 90 percent of
teachers in Louisiana who responded to the RAND
survey report using Eureka Math, a Tier 1 program.
Reporting on the statistics The effects of this disastrous triumvirate on the education pipeline is made apparent in the NSEAD
Survey Report 2015 ‑ 16, that asked how, over the last five years, has government policy impacted on art craft and design education, looking at curriculum provision in art and design, the value given to art and design in schools and colleges, professional
development opportunities and the well ‑ being and workload of art and design
teachers.
Our National Safety Education Committee is fully supportive of a recent report from the Education Select Committee which recommends reinstating funding for the continuous professional
development for PSHE
teachers and school nurses, as well as calls for Ofsted to resume its regular subject
surveys of PSHE provision.
With recent figures from The Prince's Trust showing that 31 % of
teachers consider the
development of soft skills more important than achieving good grades, teaching specialists TeachingAbroadDirect.co.uk analysed findings from global education technology company Promethean World, who
surveyed over 1,600 educators from across the UK to see if
teachers believe technology has hindered the ability for students to learn and acquire soft skills.
Traditional professional
development for educators isn't exactly winning rave reviews; in 2006, for example, the MetLife
Survey of the American
Teacher found that only half of
teachers thought that «providing more opportunities for professional
development would help a lot in keeping good people in teaching.»
According to a
survey done by the Al Qasimi Foundation,
teachers found that training sessions that allowed for the sharing of best practice and observations between peers were the most effective in their
development.
In February 2015, the RAND Corp.
surveyed its American
Teacher Panel, a random selection of 1,129 K - 12
teachers, on current professional -
development needs, focusing on topics related to the Common Core State Standards.
Feaver says the Character - Education Committee annually
surveys teachers about interests so that schools can design professional
development in support of service learning.
Despite this, a
survey has shown that although «97 % of
teachers believed that schools needed to use their outside spaces effectively to enhance their pupils»
development, 82 % did not agree that their own school was making as much use as it can of this valuable resource» Learning Through Landscapes (2010) Research showing the benefits of outdoor play
The
survey results offer specific details on the status of state plans for changes in
teacher professional
development, curriculum and instructional materials, and
teacher - evaluation systems.
Before founding My Student
Survey, Ryan Balch completed his Ph.D. in education policy at Vanderbilt University as an Institute of Education Sciences (IES) Fellow, where his dissertation focused on the
development and validation of student
surveys on
teacher practice.
Teachers in TNTP's
survey report feeling like professional
development systems are disjointed and impersonal and aren't customized to fit their needs.
Sixty - one CSSS members across 38 states responded to our
survey and reported that their work most frequently involves activities that attend to key components of their state's education systems, including: reviewing and developing state science standards, designing state science assessments, and designing or conducting
teacher professional
development.
In this seminal work, the researchers
surveyed 1,027
teachers involved in nationally funded science and mathematics professional
development programs for
teachers.
Having the responsibility of being part of a professional
development team, I can advocate for asking
teachers what they want to learn and then
surveying them after a professional
development session.
First, the researchers
surveyed 452
teachers in 47 elementary schools to determine the extent to which they worked collectively to infl uence decisions related to school improvement, curriculum and instruction, and professional
development.
Eric Hirsch, director of special projects with The New
Teacher Center at the University of California, Santa Cruz, observes, «When you ask
teachers what conditions matter most in terms of their future career plans and student learning, professional
development has come in last on every
survey we've done.»
The Teaching and Learning International
Survey (TALIS), administered by the Organization for Economic Co-operation and
Development (OECD), ranked Brazilian
teachers last out of 23 countries on the effective use of classroom time, below Mexico.
In addition to the information about professional
development related to the early reading interventions,
teachers were asked in the
survey about preferred approaches to professional
development.
With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional -
development surveys given to all
teachers.
During the
development of the user interface and book selection for Digital Booktalk, media specialists, reading coaches, K - 12 classroom
teachers, and professors from higher education institutions were
surveyed during site visits, conference presentations, and workshops.
Despite the fact that 95 percent of those
surveyed in the August 2015 Phi Delta Kappa / Gallup Poll on Public Education said that the most important way to improve schools is to improve the quality of
teachers, professional
development is often the first budget item to be cut or reduced.
- Acknowledging the usefulness of student voice and
surveys as a tool for
teacher growth and
development.
The
survey also delves into how superintendents view professional
development for
teachers and principals.
A recent national
survey by Digital Promise (Grunwald Associates & Digital Promise, 2015) revealed that although
teachers are dissatisfied with their formal professional
development opportunities, nearly three in four are pursuing informal learning that satisfies their quest to improve.
The study will draw on a range of evidence (for example, TEAM results,
surveys, and so on) from
teachers who have earned microcredentials for licensure advancement and compare their experiences with those of their peers who continue to use more traditional models of professional
development.
She crafted and administered a
survey to determine what
teachers wanted and needed from their district in terms of classroom support and professional
development.
Schools and districts, in developing and refining the professional
development system, shall also review and monitor school discipline data; school environment
surveys; assessments of parental satisfaction; performance appraisal data of
teachers, managers, and administrative personnel; and other performance indicators to identify school and student needs that can be met by improved professional performance.
While 87 percent of
teachers surveyed believe they improved «some» or «tremendously» over the last several years, only about half
surveyed believe the majority of professional
development actually improved their instruction.
This
survey assessed
teachers» views on the overall quality of the professional
development workshop, how prepared and confident
teachers felt in implementing the intervention, and
teachers» predictions about how students would react to this intervention.
The study, entitled «The Mirage,» was based on
surveys of 10,000
teachers and 500 school leaders, along with interviews with more than 100 staff involved in
teacher development.
Second,
teachers completed a 6 - item post-professional
development survey immediately after the one - day professional
development workshop (see Additional file 1: Table S2).
Principals themselves agree almost unanimously on the importance of several specific practices, according to one
survey, including keeping track of
teachers» professional
development needs and monitoring
teachers» work in the classroom (83 percent).32 Whether they call it formal evaluation, classroom visits or learning walks, principals intent on promoting growth in both students and adults spend time in classrooms (or ensure that someone who's qualified does), observing and commenting on what's working well and what is not.
Over half of CPS
teachers surveyed for a small - scale study by an education policy group said they do not regularly use strategies learned in professional
development provided by the district.
According to the 2014 NBCT
Survey, more than half of NBCTs are
teacher leaders at the school, district, state, and national levels, leading Common Core State Standards (CCSS) implementation, STEM initiatives and programs, peer review and observations, data literacy, personalized learning, technology integration, and professional
development.
In 2011, Kentucky implemented the TELL Kentucky
Survey to allow
teacher voice on key working conditions such as facilities, resources, leadership, professional
development, time, etc..
According to many
surveys,
teachers are not receiving adequate professional
development, materials are poorly prepared, and educators aren't allowed the time to make the switch.
Dr. Catterall's team followed the schools for two and a half years, administering
surveys, conducting focus groups, and observed and participated in LAA + professional
development, and conducted over 50 classroom observations to assess the impact LAA + training had on
teachers» understanding of arts integration and their ability to utilize it as an instructional strategy.
«
Teachers across America understand that social and emotional learning (SEL) is critical to student success in school, work, and life,» according to the Missing Piece
survey of educators, commissioned by the Collaborative for Academic, Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such
development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this priority.
A national
survey to examine
teacher professional
development and implementation of desktop GIS.
The result was that a majority of
teachers surveyed were familiar with the idea of the growth mindset but an even greater majority wanted more professional
development on the topic.