State Programs for Funding Teacher Professional Development.

Autor/inn/en	Ward, James G.; St. John, Edward P.; Laine, Sabrina W. M.
Institution	North Central Regional Educational Lab., Oak Brook, IL.
Titel	State Programs for Funding Teacher Professional Development.
Quelle	(1999), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	929800-05-3
Schlagwörter	Continuing Education; Educational Finance; Elementary Secondary Education; Faculty Development; Federal Aid; Higher Education; Inservice Teacher Education; Public Education; State Aid; State Government; State Programs; Teacher Improvement; Illinois; Indiana; Iowa; Michigan; Minnesota; Ohio + Suchen Sie Ihr Suchwort? Weiterbildung; Bildungsfonds; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Öffentliche Erziehung; Bund-Länder-Beziehung; Regierungsprogramm
Abstract	State mandates for teacher professional development and continuing education, and funding for those mandates are a high profile topic in the North Central region. Examination of specific state requirements for professional development, the relationship among professional development, teacher certification, and continued employment, and direct state payments to teachers for professional development are critical to better understand state policy. The study investigated what funds were available for professional development from state and federal sources in the various states; how those funds were allocated to intermediate entities and local districts; and what requirements were imposed by the states for the expenditure of the funds. An analysis of six states (Illinois, Indiana, Iowa, Michigan, Minnesota, and Ohio) indicates that some states used intermediate school districts or intermediate service agencies for the design and delivery of teacher professional development. Most states had continued certification requirements that had to be met for continued employment in the state. Six patterns emerge as researchers examine state responses regarding issues making up the policy context for state-funded teacher professional development. Policymakers need to ask how instrument will translate into desired school outcomes, and what types of policy mechanics will best serve their purposes. (Contains 15 references.) (SM)
Anmerkungen	North Central Regional Educational Laboratory, 1900 Spring Road, Suite 300, Oak Brook, IL 60523-1480. Tel: 630-571-4700; Tel: 800-356-2735 (Toll Free); e-mail: info@ncrel.org; Web site: http://www.ncrel.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC