Case Study of Professional Development Expenditures at a Restructured High School

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Abstract

This article is an analysis of professional development spending in a recently restructured urban high school. This study describes the school's restructuring effort, the ways in which professional development in the school supports the effort, and the ways in which the school reallocated resources to create funds for professional development spending. We then apply the framework of professional development costs proposed by Odden, Archibald, Fermanich and Gallagher (forthcoming) to the professional development expenditures in the school. Information regarding professional development expenditures was obtained from budget and planning documents as well as interviews with school and district personnel. These data revealed that teachers in this school on average received $9,711 of professional development resources with 98% of the spending on teacher time and training or coaching.

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How to Cite
Archibald, S., & Gallagher, H. A. (2002). Case Study of Professional Development Expenditures at a Restructured High School. Education Policy Analysis Archives, 10, 29. https://doi.org/10.14507/epaa.v10n29.2002
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Author Biographies

Sarah Archibald, Consortium for Policy Research in Education, University of Wisconsin-Madison

Sarah Archibald is a Researcher at the Consortium for Policy Research in Education at the University of Wisconsin–Madison. Her main research area is school finance. Specifically, she is interested in district- and school-level finance analyses. Recently, she has worked on a district and school-level study of professional development expenditures and helped develop a school-level expenditure structure that arrays both resource data and the educational strategies tied to those resource allocations.

H. Alix Gallagher, Consortium for Policy Research in Education, University of Wisconsin-Madison

H. Alix Gallagher is completing her Ph.D. in Educational Administration at the University of Wisconsin–Madison. Throughout her career as a graduate student, her area of focus has been school finance. Her dissertation and future research plans involve in-depth study of various policies that better support and prepare teachers, including knowledge and skill-based pay plans, pre-service and inservice education.