• Report

Teacher professional development in 1999-2000: What teachers, principals, and district staff report. Statistical analysis report (NCES 2006-305)

Citation

Choy, S., Chen, X., & Bugarin, R. (2006). Teacher professional development in 1999-2000: What teachers, principals, and district staff report. Statistical analysis report (NCES 2006-305). Washington, DC: National Center for Educational Statistics (NCES); U.S. Department of Education.

Abstract

This report uses data from the 1999-2000 Schools and Staffing Survey to address how teacher professional development was organized and managed, what kinds of activities were available to teachers, and which ones they participated in. Major topics covered include planning and implementation of professional development, selection and evaluation of professional development activities and support for teacher professional development. In 1999-2000 most schools (92 percent) provided their teachers with time for professional development during regular contract hours. According to district staff, primary responsibility for deciding the content of professional development activities rests most commonly with district staff or principals rather than teachers or outside providers. In each topic area, more than one-half of all teachers who had participated thought that the activities were very useful.