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TMCNet:  PreK-12 Professional Development Market 2012-2013

[January 09, 2013]

PreK-12 Professional Development Market 2012-2013

NEW YORK, Jan. 9, 2013 /PRNewswire via COMTEX/ -- Reportlinker.com announces that a new market research report is available in its catalogue: PreK-12 Professional Development Market 2012-2013 http://www.reportlinker.com/p01008900/PreK-12-Professional-Development-Market-2012-2013.html#utm_source=prnewswire&utm_medium=pr&utm_campaign=Education_and_Training In the new report, PreK-12 Professional Development Market Forecast 2012-2013, Simba Information examines the current status and potential in the newly energized field of professional development for PreK-12 educators, particularly in the framework of the implementation of Common Core State Standards, new teacher-evaluation and accountability programs and the stepped-up integration of technology into the learning process.
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The report is structured around an online survey of educators conducted by Simba Information in partnership with MCH Strategic Data, in addition to Simba's ongoing proprietary research and interviews with educators and industry professionals.

The report includes analysis of: -- Market size -- Current spending -- Major funding sources -- Trends on district implementation: types of PD offered, sources--commercial or otherwise--and topics of particular interest -- Expectations for future PD demand -- Market growth projections Additionally, Simba provides a look at some of the leading providers of professional development services.

Methodology Executive Summary Chapter 1: Industry Size and Structure Introduction Policy Changes Drive Purchasing Department of Education Initiatives Funding and Budget Constraints Downward Pressures on $17.2 Billion Market Table 1.1: What is the primary source of funding for professional development/staff training in your district Table 1.2: In 2011-2012 what was the change in spending on professional development/staff training compared to the previous year Table 1.3: Market for PreK-12 Professional Development, 2012-2013 Chapter 2: Directions & Trends Introduction Staff Development for Administrators PD for New Teachers Making Time for Professional Development Most Districts Develop Own PD Programs Open Source PD Materials Still Seek Foothold Collaboration Is Key Technology-Based PD Is Slow to Catch on Vendors See Growth in Technology-Based Delivery Demand is Increasing for Bite-Size PD Professional Learning Communities Garner Support Districts Set Aside Time Weekly for PD Vendors Provide Platforms for PLCs Districts Put PLCs to Use Social Networking Broadens Collaboration Opportunities Table 2.1: Does your district have an established on-going program of staff development in place Table 2.2: If no, does your district plan to establish a staff development program Table 2.3: Are staff development offerings available to principals and other administrators Table 2.4: If staff development offerings are not available to principals and other administrators when does your district plan to establish such a program __ 16 Table 2.5: Does your district have an established staff development program for new teachers with 0-2 years of experience Table 2.6: Does the staff development program for new teachers Table 2.7: When are staff development programs and activities offered in your district Table 2.8: What is the primary source of professional/staff development in your district __ 20 Table 2.9: Please rank the level of importance on each of the following professional development delivery models Table 2.10: Do teachers in your district have the time set aside to collaborate with other teachers on professional matters such as instructional strategies and classroom management Table 2.11: Are you part of an ongoing community of educators that gets together regularly to discuss professional matters Table 2.12: What is your district's position on the use of online teacher networking sites for professional development Table 2.13: If your district does not provide networking tools, then when do you expect your district to do so Table 2.14: Do you personally participate in teacher networking online site(s) as a way to collaborate with other educators and gain more professional insight Chapter 3: Industry Drivers: Common Core, Technology & Teacher Evaluations Introduction Common Core Drives Fundamental Change Phasing in the Common Core Vendors Market Personalized Solutions Commonly Requested Common Core PD Topics Using Data and Assessment Strategies Top List of PD Topics Educators Expect More Training in 2012-2013 Train the Trainer Model Is Popular Technology Use in Classrooms Drives Hands-On Training Why Effective Tech PD Matters to Vendors New Teacher Evaluations Mean New PD Technology Can Link Evaluations to PD Putting Training to Work on Evaluation Frameworks Embedding PD in Classroom Work Table 3.1: Is your district implementing or planning to implement in the next few years the Common Core State Standards Table 3.2: In 2011-2012, did your district provide opportunity for professional development or training in the following areas Table 3.3: Who is the district working with primarily to provide professional development related to the implementation of Common Core State Standards Table 3.4: If CCSS training was not offered in 2011-2012, do you expect your district to offer an opportunity for professional development or training in any of these areas in the coming years Table 3.5: If you introduced technology tools such as whiteboards, mobile devices, and/or organizational and management software into your classroom in 2011-2012, were you given training on how to best use the tools and software Table 3.6: Do professional development programs in your district offer hands-on sessions for new technology devices assistance in the use of technology tools Table 3.8: Is in-district staff readily available to you to provide assistance and coaching on the integration of technology in the classroom Table 3.9: Is professional development/training available in the district on the integration of technology into instruction Table 3.10: Is professional development/training available in the district on the use of gaming strategies for instruction Table 3.11: Is professional development/training available in the district on the tracking and analysis of data to improve student achievement Table 3.12: Has your district introduced new teacher evaluation procedures in the past two years Table 3.13: Does your district plan to introduce new evaluation procedures within the next 2-3 years Table 3.14: Do the current professional development offering in the district correlate to the skills and knowledge that are evaluated Table 3.15: In the next 2-3 years, does your district plan to provide professional development opportunities that relate directly to skills/knowledge used in evaluating teacher performance Chapter 4: Conclusions and Outlook Future Spending Seen as Steady as Districts Develop Own PD Programs PD Market Projected to Rise Modestly in 2013-2014 Quality of PD Offerings Is Expected to Improve Table 4.1: Please indicate your level of interest for training in the following instructional related areas Table 4.2: In the upcoming 2012-2013 school year, what do you expect the spending on professional development/staff training to be compared to 2011-2012 Table 4.3: Market for the PreK-12 Professional Development, 2012-2013 to 2016-2017 Chapter 5: Who's Who Appendix: Survey Response Detail To order this report: : PreK-12 Professional Development Market 2012-2013 Nicolas BombourgReportlinkerEmail: nicolasbombourg@reportlinker.comUS: (805)652-2626Intl: +1 805-652-2626 SOURCE Reportlinker

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