This document appears to contain the results of a needs assessment survey given to teachers to determine their preferences for professional development opportunities. Some key findings include: - The majority of teachers preferred small group and face-to-face learning opportunities over large groups or online settings. - Common topics of interest were curriculum development, understanding learning styles, differentiation, classroom management and using data to inform instruction. - Most teachers believed their school's professional development was frequently or always focused on continuous improvement, student achievement data, and enhancing teaching to improve student performance.

1. 2 0 1 4 H I G H S C H O O L R E S U L T S
PROFESSIONAL GROWTH
NEEDS ASSESSMENT

2. 17%
53%
30%
1. Please select all statements that are true about your preferred
professional learning experiences:
Large Groups
Small Groups
On My Own

3. 46%
30%
24%
2. Please select all statements that are true about your preferred
professional learning experiences:
Face-to-face Settings
Online Settings
Combine Face-to-face and Online

4. 47%
53%
3. Please select all statements that are true about your preferred
professional learning experiences:
From my peers
From people employed outside the school
district

5. 3
17
16
9
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
4. Curriculum Development Process

6. 5
16
0
6
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
5. Learn about research-based programs relevant to my subject
area

7. 5
19
16
5
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
6. Articulate curriculum for vertical alignment

8. 11
14
15
5
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
7. Components of Understanding by Design (UbD)

9. 9
10
20
6
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
8. How to evaluate online and digital content

10. 13
22
7
3
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
9. Applying brain theory and learning when planning instruction

11. 12
15 15
3
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
10. Using curriculum compacting to provide instructional
enrichment

12. 3
10
20
12
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
11. Specially designed instructional and evaluation materials

13. 22
15
5
3
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
12. Blended Learning (McCyber Teacher Academy)

14. 3
8
21
13
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
13. Designing lessons that incorporate all learning styles
(Visual, Auditory, Kinesthetic, and Tactile)

15. 1
7
22
15
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
14. Student motivation

16. 2
11
18
14
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
15. Effective differentiation of instruction

17. 1
8
24
12
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
16. Identifying the differences between modifications and
accommodations

18. 0
4
19
22
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
17. Improving classroom management

19. 2
8
21
14
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
18. Constructing and improving common assessments

20. 2
11
21
11
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
19. Developing authentic assessments (real-life situations)

21. 6
13
20
6
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
20. Using data to inform instructional and curricular decisions

22. 15
8
15
7
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
21. Administering First Aid/CPR/AED

23. 1
8
19
17
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
22. Engaging parents and guardians in the school process
through teacher-initiated communication

24. 1
16 16
12
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
23. Implementing effective positive behavior support plans or
behavior contracts.

25. 4
17
19
5
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
24. Developing technology-enhanced assessments that
demonstrate student learning

26. 2
17
21
5
Introductory Phase Developmental Phase Implementation Phase Continued Support/ Extension
Phase
25. Developing strategies to incorporate student-focused
technology into lessons (not the frequency of use, but the quality
of application and level of appropriateness).

27. 2
9
13
4
14
4
20
1
5
13
19
5
15
7
17
22
12
11
17
26. The Act 48+ Committee identified the following professional
devleopment topics in addition to the ones previously listed.
Please select the ones that you feel would help you develop as a
professional learner:

28. 15%
56%
20%
0%
9%
27. My school's professional learning is structured for teachers to
engage in the continuous improvement cycle (i.e. data
analysis, planning, implementation, reflection, and evaluation).
Always Frequently Seldom Never Don't Know

29. 11%
60%
9%
0%
20%
28. My school uses a variety of student achievement data to plan
professional learning that focuses on school improvement.
Always Frequently Seldom Never Don't Know

30. 13%
58%
9%
0%
20%
29. A variety of data are used to assess the effectiveness of my
school's professional learning.
Always Frequently Seldom Never Don't Know

31. 20%
60%
16%
0% 4%
30. The use of technology is evident in my school's professional
learning.
Always Frequently Seldom Never Don't Know

32. 5%
44%
33%
0%
18%
31. In my school, participation in online professional learning
opportunities is considered as a way to connect with colleagues
and to learn from experts in education.
Always Frequently Seldom Never Don't Know

33. 36%
53%
9%
0%2%
32. A primary goal for professional learning in my school is to
enhance teaching practices to improve student performance.
Always Frequently Seldom Never Don't Know

34. 16%
58%
18%
4%
4%
33. My professional learning this school year is connected to
previous professional learning.
Always Frequently Seldom Never Don't Know

35. 16%
56%
13%
2%
13%
34. Professional learning in my school contributes to increased
student achievement.
Always Frequently Seldom Never Don't Know

36. 9%
62%
20%
0%
9%
35. In my school, professional learning supports teachers to
develop new learning and then to expand and deepen that
learning over time.
Always Frequently Seldom Never Don't Know