Information Brief 2012-42
Contribution of Professional Development
Perceptions at Higher Performing High Schools
A fall 2011 survey assessed qualities that teachers and administrators at higher performing high schools believe make a difference in preparing students for college and career readiness.
Compared to the average ratings for the 46 school qualities included in the survey, educators at higher performing schools were less likely to endorse PD-related practices as contributing to student achievement. Relatively few educators at higher performing high schools attributed their success to the inclusion of teachers in the planning and selection of professional development, or in the confidence teachers have in the value of the professional development they receive.
Perceived Contribution of Professional Development
|School Quality||In Agreement||Responding Contributes "a Great Deal"|
|Averages across 46 school qualities surveyed||75%||44%|
|Teachers believe the professional development they receive is relevant and valuable.||58%||24%|
|Teachers are included in the selection of professional development content.||55%||22%|
|Teachers are included in planning and scheduling professional development.||52%||19%|
Note: Data come from 272 educators from 63 high performing high schools across 25 states. Schools were selected based on students’ growth towards college and career readiness or based on improvement in average ACT scores over time.
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