Teachers participate almost universally in formal professional development (averaging 30 required hours per year) but report much lower satisfaction with it than participation¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? Ninety-nine percent of teachers participate in formal professional development, averaging 30 required hours per year, yet satisfaction lags far behind participation (e.g., 84 percent participate in in-service days but only 20 percent are satisfied with them). → Grunwald Associates LLC and Digital Promise 2015

Evidence¶

Grunwald Associates LLC and Digital Promise 2015¶

Grunwald Associates LLC and Digital Promise. (2015). Making Professional Learning Count: Recognizing Educators' Skills with Micro-credentials. https://www.digitalpromise.org/page/-/dpdocuments/microcredentials/making_professional_learning_count.pdf?nocdn=1

q3 · i? · associational · r2

Nationally representative online survey of 856 U.S. K-12 teachers asked about participation in and satisfaction with professional development in the past 12 months. The report states "Ninety-nine percent of teachers participate in formal professional development" and prints satisfaction of 20 percent for in-service days versus 84 percent participation.

"Ninety-nine percent of teachers participate in formal professional development . More than 80 percent participate in in-service days, and more than half in educator workshops . On average, teachers are required to complete 30 hours of professional development per year ."

Discussion¶

Related Claims¶

• Most teachers participate in informal professional development activities, which generate more satisfaction than formal in-service days — a narrower finding that bears on this claim
• American public education spends $18 billion annually on professional development, yet only 29 percent of teachers are highly satisfied with formal learning opportunities — a narrower finding that bears on this claim
• Schools provided staff minimal formal SDM training: only 54.6% of staff participated, 58.8% of classroom teachers were non-participants, and most trainees received 8 hours or less — related
• In a National Staff Development Council survey, over 90 percent of teachers reported recent PD but only 59 percent found content-related PD useful — related
• Substantial professional development (an average of 49 hours) is associated with a boost to student achievement of about 21 percentile points, per a report the paper cites — related
• Only 36 percent of students had teachers reporting at least 8 hours of behavior-management professional development over three years, versus 81 percent for reading and language arts — related
• Program dosage was low for many participants: nearly half of Talent Search participants received 10 or fewer hours of services a year — related
• Most parents of first and second graders report general satisfaction with their school's family engagement, but teachers want more time and professional development — related
• Teacher satisfaction is influenced more by school culture than by student demographics — related