Does a Full-Choice Professional Development Model Reflect Professional Learning Standards? A Mixed-Methods Investigation

• In Event: 32.084 - Poster Session 6
  In Poster Session: 32.084-1 - Division K Section 8 Poster Session 3

Abstract

The purpose of this mixed-methods study is to examine how a district’s full-choice professional development model reflects the Learning Forward Standards for Professional Learning (2011). Quantitative and qualitative data were collected from The Standards Assessment Inventory (2011), which was administered to 191 elementary, middle, and high school teachers from a large, suburban public school district in the northeastern USA. Descriptive statistics revealed that of the seven professional learning standards, “Data” (M=3.64, SD=1.65) was the highest rated standard and “Leadership” (M=2.40 , SD=1.12) was rated as the lowest standard. Examination of qualitative data provided insights into the teachers’ perceptions of how the standards were or were not reflected in the professional learning they experienced.

Authors

• Zora Wolfe, Widener University

• Katia Ciampa, Widener University

• William Merchant, Widener University