Does the method matter? Teachers' perceptions of professional development
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This study looked at how effective professional development (PD) is in Missouri PK–12 public school districts. It was based on the Guskey and Sparks (2004) PD evaluation framework, which highlights the “what, how, who, when, where, and why” of PD and its impact on teachers and students. The researcher chose 20 Missouri public school districts with student enrollments between 1,100 and 1,500 to ensure consistency in size and context when examining PD implementation and results. The findings showed differences between teachers' views of PD and its actual impact on their teaching practices. While out-of-district PD received the highest ratings for satisfaction and perceived relevance, job-embedded formats--especially professional learning communities (PLCs)--were more closely associated with lasting changes in classroom instruction. The results indicate that PD works best when it combines the accessibility and appeal of external offerings with the ongoing, collaborative approach of PLCs. This creates a model that is both engaging and transformative for educators.
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Ed. D.