Maximizing Teacher Professional Development at a PDS

Abstract

This study took place at University Preparation School at CSU Channel Islands, a professional development, PreK-6th grade elementary school located in Southern California. The researchers, also teachers at the school, sought answers to the question of teachers’ satisfaction, expectations, and needs for personal professional development in the context of working at a Professional Development School. Methods of data collection included teachers’ individual Professional Growth Plans, a group needs assessment, two survey/questionnaires, two formal interviews and ongoing, intermittent conversations. Findings revealed four major areas of work-life frustration: program and school culture, professional development, work load distribution, and communication. This paper documents the evolution of how organizational structures were created to address the identified areas of frustration.