SYRACUSE, N.Y.— Superintendents, principals and teachers indicate school-based sources of funding and influence on teacher professional development, according to a PBS TeacherLine report released by Hezel Associates, a nationally recognized education research firm.

The report conveys findings from a national study of approximately 1,400 teachers, principals and superintendents.  Most notably, results indicate principals and assistant principals assume significant responsibility with regard to planning and implementing teacher professional development in their schools. Researchers also uncovered several conflicting beliefs among the groups surveyed.  Further study findings indicate an intricate relationship among contexts, activities and decisions surrounding teacher professional development at school and district levels.

Organization and Initiation
Principals are more likely than superintendents to believe they or their assistant principals are responsible for organizing and initiating teacher professional development (49 percent and 31 percent, respectively).  Conversely, superintendents are more likely than principals to perceive the responsibility as that of the district or educational service agency (42 percent and 36 percent, respectively).  Teachers’ beliefs on this issue are in line with those of district superintendents rather than school principals. 

These perceptual discrepancies between school-level and district-level administrators, and the people they direct, may be one outcome of the shift to greater school control of teacher professional development.

Principals’ and teachers’ perceptions of school control of professional development are even stronger in larger schools.  On the other hand, in poorer schools, as measured by the proportion of students qualifying for free or reduced price lunch, the district is perceived to exert more control.

Influence
Superintendents and principals do tend to agree that school-level factors strongly influence district planning for teacher professional development.  Superintendents and principals both rated school improvement plans among the most highly influential factors governing district decision making (67 percent and 64 percent, respectively). Both also rated school principals/assistants as highly influential in district decision making (69 percent and 62 percent).

Given the menu of options, teachers identified several school-based entities that influence their choice of professional development activities.  They are strongly influenced by their school principal or assistant school principal (89 percent) and by their school improvement plan (78 percent).  District and state entities were rated as less influential. 

Resource Allocation
When it comes to funding teacher professional development, teachers indicate that districts are the main source of financial support.  Yet, a sizeable proportion of school-level administrators have primary responsibility when it comes to selecting external services and materials to purchase for their teachers’ professional development, according to principals and superintendents (36 percent and 28 percent, respectively).

By the same token, 38 percent of teachers report school-based sources of funding for their PD activities. Together, these findings suggest a fair amount of discretionary authority at the school level to select and purchase materials and services specific to their needs.

For further information about findings from the national survey of teachers and administrators, e-mail Jill Zimmerman at jill@hezel.com or call 315.422.3512. 

About Hezel Associates
Headquartered in Syracuse, N.Y., Hezel Associates provides research, evaluation and strategic services to national and international clients in the education sector.  The firm has earned a distinguished reputation for its state-level program evaluations, quantitative studies of student outcomes and expertise in teacher professional development.  The U.S. Department of Education, the Public Broadcasting Service (PBS) and the Texas Education Agency rely on Hezel Associates’ strategic recommendations to improve instruction, learning and education management.  Dr. Richard T. Hezel, a leading research-oriented education consultant, founded the company in 1987.  For more information about Hezel Associates and PBS TeacherLine, visit www.hezel.com/pbsTeacherLine.

About PBS TeacherLine
PBS TeacherLine is committed to helping teachers acquire the skills they need to prepare students for a successful future. PBS TeacherLine provides high-quality, affordable professional development through facilitated, online courses, collaborative learning communities, and exemplary Internet-based resources. Currently, more than 90 courses across multiple subject areas are offered. Teachers can earn continuing education units, professional development points and graduate credits for course completion. The courses have been developed in conjunction with leading education organizations, including Mid-Continent Research for Education and Learning (McREL), Education Development Center (EDC), Concord Consortium, National Council of Teachers of Mathematics, and International Society for Technology Education. Created in 2000, PBS TeacherLine is funded by a grant from the U.S. Department of Education for $6,046,811. This represents approximately 85 percent of the total program funding. The remaining 15 percent is funded through in-kind support from PBS and through program income. For more information, visit www.pbs.org/teacherline.