1. A Study of the Professional Development Needs of Teachers in Grand Blanc Sheryl Boegner – Grand Blanc Community Schools Lisa Kunkleman – Swartz Creek Community Schools Jamie Ureche – Lake Fenton Community Schools Melissa White – Mt. Morris Consolidated Schools

2. Professional Development Needs of Teachers Background and Rationale  Professional development is required by state  Professional development is often designed without taking into account teacher needs  Lack of follow-up after professional development  Effective professional development can increase student achievement

3. Professional Development Needs of Teachers Assumptions  The respondents surveyed will understand the language of the instrument, will be competent in self–reporting, and will respond objectively and honestly.  Interpretation of the data collected accurately reflects the intent of the respondent.  The teachers involved in our research project will feel the same as we do.

4. Professional Development Needs of Teachers Limitations  This study is limited to the information acquired from the literature review and survey instruments.  The majority of the responders were kindergarten through fifth grade teachers.  The software used did not facilitate the disaggregation of the survey without additional costs (esurveypro.com)  The survey was long and could have led to test fatigue.  If a respondent needed to stop and complete the survey at another time, they may have been counted more than once.

5. Professional Development Needs of Teachers Research Question #1  What are the perceptions, attitudes, and beliefs about the district’s professional development offerings?

6. Professional Development Needs of Teachers Research Question #2  What are the staff and administrator’s recommendations for future staff development?

7. Professional Development Needs of Teachers Review of the Literature  Types of Professional Development Professional Learning Communities (PLC) Walk-throughs Action Research Mentoring of new teachers  Professional Development based on teacher need  Sustainability

8. Professional Development Needs of Teachers Method of Study  Instruments Electronic survey for certified staff Electronic survey for administrators Personal interviews with Central Office  Data Analysis

9. Professional Development Needs of Teachers Selection of Respondents K-12 certified staff K-12 administrators Central Office staff

10. Certified Staff Responses Who decides Professional Development? Principal/ Assistant Principal responses 26% District Level Administrators 23% 31% Building/School-Level Administrators 24% 16% Grade Level or Department Chairs 18% 10% Professional Development Committee 15% 13% Teachers 16% 3% I’m not sure 0% <1% Other 4% Professional Development Needs of Teachers Survey-Section I

11.  Questions related to participants’ perception, attitude, and beliefs about the district’s professional development. Professional Development Needs of Teachers Survey-Section II

12. Professional Development Needs of Teachers Survey- Section III Questions asked respondents to indicate interest for future professional development

13. Professional Development Needs of Teachers Results of the Study  Many factors determine professional development offerings Initiatives related to Strategic Plan New programs Teacher IDPs  Perceptions, attitudes, and beliefs varied throughout the district  Future professional development areas Classroom management Instructional skills Classroom diversity skills Technology skills

14. Professional Development Needs of Teachers Conclusions and Recommendations  Certified staff should be allowed to choose their own professional development  Certified staff should be recognized for their efforts  Further follow-up actions need to be taken to ensure that all staff are utilizing their training

15. Professional Development Needs of Teachers Implications for Future Research Rather than allow respondents to select as many topics of professional development that they would like to receive, it is suggested that the respondents be limited to their top three choices each year. This would more easily allow the data to be used to determine the district’s needs as a whole. The survey should be redesigned to meet the needs of staff at various levels (elementary, middle, high and special areas). With the implementation of Professional Learning Communities in the district, the effectiveness of these groups should be examined.