Collective Participation Professional Development in Standards-Based Instruction: An Investigation of Teacher and Administrator Perceptions

Abstract

Professional development remains an essential element in school achievement initiatives. There is an increasing need to learn more about the impact of collective participation professional development on teacher perception of initiative trainings. However, it is difficult to understand what meaning and purpose district wide educators and leaders ascribe to the instructional implementation of standards-based instruction given ongoing collective participation in professional development experiences. This concurrent triangulation mixed methods study examines the shared perception of standards-based instruction given the district’s implementation of collective participation professional development. Gaps between what teachers believe is being implemented and what instructional leaders report observing is discussed. Implications and recommendations for professional developers, teachers, and administrators are discussed. Quantitative survey responses of 99 teachers and 16 instructional leaders from 10 schools together with qualitative replies revealed that teachers and instructional leaders had very different perceptions of SBI and the initiative implemented by the District. Results also revealed that both teachers and instructional leaders had differing perceptions of both their own role and the role of the other. Participants indicate that barriers such as content and resources impaired the implementation. Given the rigorous demands of school reform, professional development is at the heart of successful implementation. In addition, Standards-Based Instruction is a promising approach to positively influencing student success. Therefore, each must be given ample attention to assist our students with becoming productive adults and citizens.