1. What type of secondary school do you teach at? How many years have you been teaching? How negative or positive were the side effects of your last professional development on you? How negative or positive were the long-term effects of your last professional development on you? How clear were the objectives of the last professional development activity to you? How pertinent was your last professional development activity to help you instruct children in your subject area? How complex was what you were expected to learn from the activity? How positive or negative were the effects of your last inservice day on your students? How positive or negative were the long-term effects of your last inservice activity on your students? I did my last inservice activity My involvement in the last inservice activity was I was how satisfied with the incentives associated with my last inservice? My primary immediate purpose for participating in the last inservice was which of the following? Prior to my last inservice, I possessed a/an ______ degree of knowledge/skills/attitude about the inservice topic. When do you believe is the best time for insevice activities to occur? Where do you believe is the best place for inservice activities to occur? How long should individual activities be? Who should determine what inservice programs should be offered? To meet re-certification purposes To keep up to date on new developments For professional or personal growth The topic sounded interesting My participation might benefit my school In general, I believe the present system of inservice activities I prefer that following an inservice activity, tests be given which measure what I learned during the activity, or, that follow-ups be made to see if I have applied what I learned. I prefer that the activity stress exposure to new ideas rather than mastery of previous skills. I prefer that inservice activities stress changing teacher behavior rather than changing student behavior. I prefer that inservice activates should not stress 'changing' anything but should be more informational in scope. I prefer that activities, for the most part, should bring together teachers from similar background such as the same subject matter or grade level rather than a general mixture of all teachers from diverse grade levels and backgrounds. I prefer that inservice activities should stress particular problems occurring in our district rather than educational problems in general. I prefer that activities should stress subject area problems rather than school problems. I prefer that teachers and administrators participate together in most activities. I prefer that all activities be completely voluntary I prefer that a complete disclosure of the purpose, methods employed, expected outcomes and benefits, and persons involved, be distributed before a commitment is required. I prefer that inservice activities be relaxed, informal, and relatively non-intrusive. I prefer that more activities should be included which entail group processes, co-operation, and problem solving amongst teachers and administrators. I prefer that our educational leaders ask more often what type of inservice programs we want and need. I prefer that most activities be short, single shot episodes rather than lengthy extended programs. I prefer that most activities stress areas of curricular concern. I prefer that a wide variety of inservice activities be made available so that I may pick and choose those which interest me the most. I prefer that re-certification not be linked to my participation or achievement in inservice activities or additional college course work. I prefer that activities emphasize how to be a more effective teacher and in improving areas of observed teacher weakness rather than subject matter content. Please rate the following according to your feelings and thoughts. Choose the answer you agree with most. | | | | | | I would like to see professional development (PD) that ...values and promotes extensive teacher interaction | | | | | | | ...is facilitated by administrators who can manage and organize structures which are out of the domain of classroom teacher | | | | | | | ... has two major goals: to develop improved attitudes among teachers about themselves and their responsibilities, and to enhance student learning experiences in school | | | | | | | ...includes participants and organizers in the PD design process. | | | | | | | ...makes a clear plan that includes how PD supports the school/districts long-term plan | | | | | | | ...makes a clear plan that includes a PD needs assessment process. | | | | | | | ...makes a clear plan that includes PD goals, including at least the following: improving all students learning, improving teacher effectiveness, setting high standards for teachers, promoting continuous staff learning, and enhancing staff intellectual and leadership capacity. | | | | | | | ...makes a clear plan that includes PD content, process, and activities and how each supports the goals. | | | | | | | ...makes a clear plan that includes research that supports the chosen content/process for PD. | | | | | | | ...makes a clear plan that includes resources available to support PD. | | | | | | | | | | | | | ...makes a clear plan that includes PD evaluation steps. | | | | | | | Shares the plan with the school community. | | | | | | | Allows time for evaluation, feedback, and reflection for future growth and planning | | | | | | |
|
Survey software
Leading survey software to help you turn data into decisions.
Research Edition
Intelligent market research surveys that uncover actionable insights.
Customer Experience
Experiences change the world. Deliver the best with our CX management software.
Workforce
Powerful insights to help you create the best employee experience.
