PreK-12 Professional Development Market 2012-2013

Oct 1, 2012
100 Pages - Pub ID: CURP3866132
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In the new report, PreK-12 Professional Development Market Forecast 2012-2013, Simba Information examines the current status and potential in the newly energized field of professional development for PreK-12 educators, particularly in the framework of the implementation of Common Core State Standards, new teacher-evaluation and accountability programs and the stepped-up integration of technology into the learning process.

The report is structured around an online survey of educators conducted by Simba Information in partnership with MCH Strategic Data, in addition to Simba’s ongoing proprietary research and interviews with educators and industry professionals.

The report includes analysis of:
  • Market size
  • Current spending
  • Major funding sources
  • Trends on district implementation: types of PD offered, sources—commercial or otherwise—and topics of particular interest
  • Expectations for future PD demand
  • Market growth projections

Additionally, Simba provides a look at some of the leading providers of professional development services.

Executive Summary
Chapter 1: Industry Size and Structure
Policy Changes Drive Purchasing
Department of Education Initiatives
Funding and Budget Constraints
Downward Pressures on $17.2 Billion Market
Table 1.1: What is the primary source of funding for professional development/staff training in your district?
Table 1.2: In 2011-2012 what was the change in spending on professional development/staff training compared to the previous year?
Table 1.3: Market for PreK-12 Professional Development, 2012-2013
Chapter 2: Directions & Trends
Staff Development for Administrators
PD for New Teachers
Making Time for Professional Development
Most Districts Develop Own PD Programs
Open Source PD Materials Still Seek Foothold
Collaboration Is Key
Technology-Based PD Is Slow to Catch on
Vendors See Growth in Technology-Based Delivery
Demand is Increasing for Bite-Size PD
Professional Learning Communities Garner Support
Districts Set Aside Time Weekly for PD
Vendors Provide Platforms for PLCs
Districts Put PLCs to Use
Social Networking Broadens Collaboration Opportunities
Table 2.1: Does your district have an established on-going program of staff development in place?
Table 2.2: If no, does your district plan to establish a staff development program?
Table 2.3: Are staff development offerings available to principals and other administrators?
Table 2.4: If staff development offerings are not available to principals and other administrators when does your district plan to establish such a program? __ 16
Table 2.5: Does your district have an established staff development program for new teachers with 0-2 years of experience?
Table 2.6: Does the staff development program for new teachers
Table 2.7: When are staff development programs and activities offered in your district
Table 2.8: What is the primary source of professional/staff development in your district? __ 20
Table 2.9: Please rank the level of importance on each of the following professional development delivery models
Table 2.10: Do teachers in your district have the time set aside to collaborate with other teachers on professional matters such as instructional strategies and classroom management?
Table 2.11: Are you part of an ongoing community of educators that gets together regularly to discuss professional matters?
Table 2.12: What is your district’s position on the use of online teacher networking sites for professional development?
Table 2.13: If your district does not provide networking tools, then when do you expect your district to do so?
Table 2.14: Do you personally participate in teacher networking online site(s) as a way to collaborate with other educators and gain more professional insight?
Chapter 3: Industry Drivers: Common Core, Technology & Teacher Evaluations
Common Core Drives Fundamental Change
Phasing in the Common Core
Vendors Market Personalized Solutions
Commonly Requested Common Core PD Topics
Using Data and Assessment Strategies Top List of PD Topics
Educators Expect More Training in 2012-2013
Train the Trainer Model Is Popular
Technology Use in Classrooms Drives Hands-On Training
Why Effective Tech PD Matters to Vendors
New Teacher Evaluations Mean New PD
Technology Can Link Evaluations to PD
Putting Training to Work on Evaluation Frameworks
Embedding PD in Classroom Work
Table 3.1: Is your district implementing or planning to implement in the next few years the Common Core State Standards?
Table 3.2: In 2011-2012, did your district provide opportunity for professional
development or training in the following areas?
Table 3.3: Who is the district working with primarily to provide professional development related to the implementation of Common Core State Standards?
Table 3.4: If CCSS training was not offered in 2011-2012, do you expect your district to offer an opportunity for professional development or training in any of these areas in the coming years?
Table 3.5: If you introduced technology tools such as whiteboards, mobile devices, and/or organizational and management software into your classroom in 2011-2012, were you given training on how to best use the tools and software?
Table 3.6: Do professional development programs in your district offer hands-on sessions for new technology devices?
assistance in the use of technology tools?
Table 3.8: Is in-district staff readily available to you to provide assistance and coaching on the integration of technology in the classroom?
Table 3.9: Is professional development/training available in the district on the integration of technology into instruction?
Table 3.10: Is professional development/training available in the district on the use of gaming strategies for instruction?
Table 3.11: Is professional development/training available in the district on the tracking and analysis of data to improve student achievement?
Table 3.12: Has your district introduced new teacher evaluation procedures in the past two years?
Table 3.13: Does your district plan to introduce new evaluation procedures within the next 2-3 years
Table 3.14: Do the current professional development offering in the district correlate to the skills and knowledge that are evaluated?
Table 3.15: In the next 2-3 years, does your district plan to provide professional development opportunities that relate directly to skills/knowledge used in evaluating teacher performance?
Chapter 4: Conclusions and Outlook
Future Spending Seen as Steady as Districts Develop Own PD Programs
PD Market Projected to Rise Modestly in 2013-2014
Quality of PD Offerings Is Expected to Improve

Table 4.1: Please indicate your level of interest for training in the following instructional related areas
Table 4.2: In the upcoming 2012-2013 school year, what do you expect the spending on professional development/staff training to be compared to 2011-2012?
Table 4.3: Market for the PreK-12 Professional Development, 2012-2013 to 2016-2017

Chapter 5: Who’s Who

Appendix: Survey Response Detail

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