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PROFESSIONAL DEVELOPMENT NEEDS SURVEY SUMMARY 1

Professional Development Needs Survey Summary

Amy Leatham

CUR/555

July 17, 2017

Professor Karen Clark


PROFESSIONAL DEVELOPMENT NEEDS SURVEY SUMMARY 2

Professional Development Needs Survey Summary

A crucial, impactful step in the design of professional development is a needs assessment.

This strategy of determining what the staff knows and what remains to be learned is critical to ensure

that the offerings created will be useful, interesting, and focused on results that lead to enhanced

student learning outcomes (Roberts and Pruitt, 2009). As educators are offered the opportunity to

express interest and knowledge of educational issues, curriculums and methodologies can be

strengthened through professional development to increase student growth and achievement.

The Survey and Responses

Educators from different schools, who teach different content at different age levels in the

same school district, rated several education oriented statements in a needs assessment survey

created on Surveymonkey.com. Eighteen educators participated in the survey to create data that

implicates interests and needs for professional development at the school wide, grade-

level/department level, and individual levels.

School Wide Implications

Specific data retrieved from the survey implies educators could benefit from training to

sustain a unified effort with parents and stakeholders. Averaging a weighted score of 3.0, the

responses given by educators who took this survey overwhelmingly proves, teachers could use a

little help in this area of training. This effort can be managed at the school wide level. The

following models of professional development would provide in-depth instruction and practice

for educators in a school wide setting: Group Training and Study Groups.
PROFESSIONAL DEVELOPMENT NEEDS SURVEY SUMMARY 3

The proposed outline for school wide professional development implementation:

Focus Area for School Wide Professional Development:


Communication with Parents and Stakeholders
PD Model Used
Weeks & Target Groups & Instructors
Hours Per Week District Level/State
Level Standards Met

Weeks 1-4
4 Total Hours
Faculty Meeting, Group Training and District Curriculum
Break Out Groups of Study Groups Directors,
Weeks 5-8 4-6 Members CCSS.ELA- Teacher Leaders
4 Total Hours LITERACY.CCRA.SL.1

Weeks 9-12
4 Total Hours

Weeks 13-16
4 Total Hours

Grade-level or Department Implications

Results from the needs assessment also point to a lack of understanding of the schools

vision/mission statement and its implications in the classroom. Responses on the needs

assessment rated 3.47, suggesting teachers are averaging between needing a little help, and

understanding the concept. At the grade-level and core subject level, teachers will benefit from

involvement in a Development/Improvement Process in this regard.


PROFESSIONAL DEVELOPMENT NEEDS SURVEY SUMMARY 4

The proposed outline for grade-level/department level professional development implementation:

Focus Area for Grade-level/Department Level Professional Development:


Creation and Implementation of School Mission and Vision Statements
PD Model Used
Weeks & Target Groups & Instructors
Hours Per Week District Level/State
Level Standards Met

Weeks 1-4
4 Total Hours Core Subject Development/Improvement Department Heads,
Departments Process Teacher Leaders
Weeks 5-8
4 Total Hours

Weeks 9-12
4 Total Hours

Weeks 13-16
4 Total Hours

Individual Implications for Professional Development

One area that could benefit from individual training is the use of technology in the

classroom. Because teachers are at varying levels of understanding with these skills, Training

and Mentoring will serve as the best models of professional development.

The proposed outline for individual professional development implementation:

Focus Area for Individual Professional Development:


Using Technology in the Classroom
PD Model Used
Weeks & Target Group & Instructors
Hours Per Week District Level/State
Level Standards Met

Weeks 1-4
4 Total Hours
Individual Teachers Training, Mentoring District Curriculum
Weeks 5-8 CCSS.ELA- Directors,
LITERACY.CCRA.SL.2
4 Total Hours Administrators,
PROFESSIONAL DEVELOPMENT NEEDS SURVEY SUMMARY 5

Teacher Leaders
CCSS.ELA-
Weeks 9-12 LITERACY.CCRA.SL.5
4 Total Hours

Weeks 13-16
4 Total Hours
Conclusion

Professional development using Group Training, Study Groups,

Development/Improvement Processes, Training, and Mentoring will further the goals of

educators school wide, at the grade/department, and individual levels as communication with

parents and stakeholders is improved and technology is continually upgraded and utilized in the

classroom. Through careful design and implementation of a mission statement of excellence,

educators can continue to make a difference and to see growth and achievement in 21st century

students.
PROFESSIONAL DEVELOPMENT NEEDS SURVEY SUMMARY 6

References

Common Core State Standards Initiative. (2016). Grades 9-12: Retrieved from

http://www.corestandards.org/ELA-Literacy/

Roberts, S. M., & Pruitt, E. Z. (2009). Schools as professional learning communities:

Collaborative activities and strategies for professional development (2nd ed.). Thousand

Oaks, CA: Corwin/SAGE.