The Terrain of Intermediary Organizations' Professional Development Offerings

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Abstract

Intermediary organizations formulate and implement education policy, and they design and facilitate professional development for teachers, principals, and other types of educators. This paper presents empirical findings on 216 professional development offerings of three Regional Centers within a northeastern state. Using qualitative content analysis, we identify patterns in the content and format of the professional development provided across three intermediary organizations. We found that the three centers, serving educators in a diverse set of districts and schools, hosted professional development sessions that were structured in different formats and that attended to a range of content areas. We share implications for policy and leaders of intermediary organizations regarding the structure and substance of professional development.

Authors

• Sarah L. Woulfin, University of Connecticut

• Rachael Gabriel, University of Connecticut

• Britney LeAnn Jones, University of Connecticut