Characteristics of Professional Development Survey
Not all professional development is equally effective in improving teacher quality. Researchers confirm what teachers already know - teachers in the United States are not participating in well-designed professional development opportunities (Darling-Hammond, Chung Wei, Andree, Richardson, & Orphanos, 2009). In order to impact teacher effectiveness, professional development must be “high-quality, sustained, intensive, classroom focused” (No Child Left Behind Act of 2001) and “foster collective responsibility for improved student performance” (National Staff Development Council, 2010).
Five empirical indicators of effective professional development surfaced during a review of the literature: (a) duration, (b) active, engaged learning, (c) focus on content knowledge, (d) coherence with teachers’ needs and circumstances, and (e) collective participation (Desimone, 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001). It was found that there are no instruments designed to measure research-based components of teacher professional development. This lack of available tools limits the ability of educational systems to capture professional needs and track growth over time. The Characteristics of Professional Development Survey (CPDS) was developed by Washington School Research Associates in order to meet these needs.
Granite Falls Community Coalition - Assessing the Needs of Families: Helping Children in the Greater Granite Falls Community to Grow into Happy, Healthy, and Caring Adults
Washington School Research Associates were contracted to conduct a community survey regarding early childhood needs. The final report and public presentation can be viewed at the links below.