Statewide Professional Development Conference

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Abstract

In an environment increasingly skeptical of the effectiveness of large-scale professional development activities, this study examines K-12 educators' reasons for participating and beliefs in the utility in a large-scale professional development conference. Pre- and post-conference surveys revealed that while financial support played a significant role in educators' ability to participate, they were drawn to the conference by the promise to learn substantive issues related to, in this case, performance assessmentwhat it means, how to implement it, and how to address community concerns. In spite of the conference's utility as a means to increase awareness of critical issues and to facilitate formal and informal learning, well conceived linkages to transfer new knowledge to the school and classroom were lacking.

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How to Cite
Bredeson, P. V., & Scribner, J. P. (2000). Statewide Professional Development Conference. Education Policy Analysis Archives, 8, 13. https://doi.org/10.14507/epaa.v8n13.2000
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Author Biographies

Paul V. Bredeson, University of Wisconsin-Madison

Over the past 19 years, Paul Bredeson's research has centered on alternative conceptions of leadership, especially in regard to school principals. This interest is grounded in his professional work experiences as a high school Spanish teacher, high school principal, director of a bilingual administrator training program, and as Executive Director of the Pennsylvania School Study Council located at Penn State University. More recently, his teaching and scholarly interests have focused on the professional development and learning in educational organizations. Publications include Hart, A.W. and Bredeson, P.V. (1996). The principalship: A theory of professional learning and practice. New York: McGraw-Hill, Inc. and Bredeson, P.V. (1996). New directions in the preparation of educational leaders. Chapter in The International Handbook for Educational Leadership and Administration. Eds. K. Leithwood and A.W. Hart. Amsterdam: Kluwer.

Jay Paredes Scribner, University of Missouri-Columbia

Jay Paredes Scribner is Assistant Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. His most recent research has focused on teacher professional learning, organizational learning, and professional community.