APPENDIX A: Methodology

• Selection of Schools:

In addition to the teaching skills, knowledge, and motivation of a school's faculty, variations in student achievement across schools can be explained by student background factors such as parents' educational levels, parents' economic resources, and racial backgrounds. Teachers and principals face different challenges in schools with students from different socio-economic backgrounds.

Parents' educational expectations and their financial ability to provide educational resources in the home have a powerful influence on student achievement. Figure A1 is a plot of the percentage of a school's students that are eligible for free or reduced priced lunches with the percentage of a school's students meeting the state goals on the 1995-96 CBAs. The schools with a smaller percentage of students eligible for free lunches have a larger percentage of students meeting state goals on CBAs.

Social factors such as racial composition also have an influence on the student achievement in schools. Minorities, especially African Americans, have historically been at an economic and educational disadvantage. The legacy of racial discrimination has meant inequalities in the preparation and support for education among African Americans. While the racial composition of the school does influence student achievement in the school and we do take it into account, its influence on student achievement is much less than economic factors.

Figure A1.
Relationship of School Performance Based on Student Achievement and Economic Background of Students

We collected information from 60 public schools in Georgia and their corresponding school district offices. We divided the sample of schools evenly among schools with grades 3 and 5, schools with grade 8, and schools with grade 11. We selected the schools based on student achievement, social and economic characteristics of the students, and their location in Georgia. We chose an equal number of higher and lower achieving schools based on the Council for School Performance's student achievement indicators for schools (see Table 2 in text).

To rank schools' performance according to student achievement, we created a composite score for a school's overall academic performance for each of three consecutive school years. We used principal-axis factoring (replacement of diagonals of the correlation matrix with estimates of communalities) of the student achievement indicators listed in Table A1. The Anderson-Rubin method for computation of factor scores with a mean equal to zero and a standard deviation of one was used to compute schools' overall academic performance. We did a separate factor analysis for schools with grades 3 and 5, schools with grade 8, and schools with grade 11. Complete information on curriculum based assessments was available for three years for 916 schools with grades 3 and 5, and 279 schools with grade 8. Graduation tests for three years was available for 289 schools with grade 11.

To adjust the composite score for a school's overall academic performance for student socio-economic characteristics, we used ordinary least squares regression, regressing the composite score on the percent of student's eligible for free or reduced price lunch and the percent of white students. We saved the standardized residuals as a measure of a school's overall academic performance adjusted for student socio-economic characteristics. We did three regressions, one for each school year for each grade level group.

Using the standardized residuals, we ranked the schools from highest to lowest overall academic performance. The schools were ranked within grade level groups for each of the three school years. Schools that were in the top or bottom quarter in each of the three years were candidates for selection. For these schools, we averaged the standardized residuals across the three years and ranked them a second time according to their average standardized residuals. Starting from the top and bottom of the list, we chose schools that showed stability across the three years in enrollment (no more than 15% change), grade levels, racial composition (no more than 5 percentage points change), and percent of students eligible for free or reduced price lunch (no more than 15 percentage points change). We examined the geographic distribution of the selected schools to make sure urban and rural regions of Georgia were represented. If a school refused to participate in the study, we chose the school with the next closest ranking to replace it

For the survey of teachers in higher and lower achieving schools, we distributed approximately 2,800 questionnaires to teachers in the 60 schools. Forty-one percent of the teachers returned surveys to us. Teachers from higher achieving schools, elementary schools, and schools with a majority of white students returned the questionnaires at a higher rate. Table A1 contains a breakdown of response rates by school characteristics.

• Collecting Information from the Schools:

In the first phase of data collection, we collected information about staff development from teachers and administrators in the schools and district offices. We used interviews, focus group discussions, questionnaires, and document reviews. A member of the research team visited the school without knowledge of whether the school was a higher or lower achieving school. The team member interviewed the principal and, in about a half of the cases, other leadership personnel, such as instructional lead teachers and assistant principals for instruction who had staff development responsibilities. While at the school, the member of the research team spoke with 6 to 10 teachers in a focus group discussion and left questionnaires for all teachers in the school to complete. For the interview, discussions, and questionnaires, we defined staff development activities as:

Table A1.
Response Rates for Teacher Survey

An organized learning opportunity for teachers to acquire knowledge and skills to help them become more effective teachers. Staff development activities may consist of activities such as a single workshop, a conference, a workshop series, summer institutes, college coursework, or organized peer coaching and study group sessions. A staff development activity may be sponsored by many entities including your school, the school district, Regional Education Service Agencies, state agencies, teacher academies, colleges, or professional networks and organizations.

For each of the schools, the researchers also gathered information from the school districts' staff development coordinators, personnel directors, and finance directors. Information collected from central office staff in the districts where the schools in the sample were located helped describe the context for the staff development the teachers received. The directors of staff development, personnel and finance provided information about their areas that gave a broad picture of the policies and procedures influencing staff development for teachers in the school. The district-level pictures that emerged show many similarities in the way districts operate their staff development programs. The site visits began in September 1997 and were completed in December 1997. The interview questions and the teacher questionnaire are in Appendices B and C, respectively. Some of the results that emerged from analysis of the interview responses are in Appendix D.

• Coding and Analysis of Interview and Focus Group Information:

Following the visits to the schools, the researchers used their notes and the tape recordings of the interviews to write summaries of the responses. The researchers included verbatim quotes and paraphrased examples to describe the responses of the informants. Researchers reviewed the summaries and discussed factors that emerged from the responses. For each area of questions asked a list of staff development factors was developed. Each of the school summaries was then reviewed again and coded according to whether the factors were present.

We used a chi square to test whether certain factors were more predominant in higher achieving schools than lower achieving schools; in elementary, middle, or high schools; in schools with a majority of white students than schools with a majority of non-white students; and in schools with a majority of low SES students than schools with a majority of high SES students. Given the exploratory nature of the research, we selected a p<.10 level of statistical significance.

• Analysis of Survey Information from Teachers in Higher and Lower Achieving Schools:

To investigate differences in the characteristics of staff development activities in which teachers from higher and lower achieving schools participated, we asked a series of questions on the teacher questionnaire about the respondent's self-defined best staff development activity in the past two years. The questions covered the format of the staff development activity, the training techniques in the activity, the respondent's level of use of the skills taught, and the respondent's perception of the resulting outcomes from the training. We used ordinary least squares regression in an analysis of variance design to model the relationship among staff development formats, training techniques, levels of use, and staff development outcomes. We restricted our analyses to those best staff development activities that related to teaching strategies, content knowledge, curriculum, assessment strategies, or discipline (training focused on the classroom). We selected p<.05 level of statistical significance.

We first modeled the relationship between the format of the staff development activity and the number of training techniques used controlling for the school level of the school in which the respondents taught and whether the respondent taught in a higher or lower achieving school.

Our second model examined the relationship between the training techniques used and the levels of use of the skills by the respondent controlling for the grade level of the school in which the respondents taught, whether the respondent taught in a higher or lower achieving school, and the length of time since the training was completed. We operationalized the levels of use with a scale (USE) that ranged from 1 to 6 corresponding to the following responses:

1. I know the information, skills, or strategies but I am not using them - USE=1
2. I am preparing for my first use of the information, skills, or strategies - USE=2
3. I am attempting to use the information, skills, or strategies but I am not yet comfortable using them - USE=3
4. I routinely use the information, skills, or strategies - USE=4
5. Working with colleagues, I am integrating their use in activities - An additional point is added to USE based on 1 - 4
6. I am reevaluating their use and seeking modifications to be more effective-An additional point is added to USE based on 1 - 4.

The third model examined the relationship between the training techniques used, the levels of use of the skills by the respondent, and the number of reported outcomes resulting from the staff development activity. Once again we controlled for the grade level of the school in which the respondents taught, whether the respondent taught in a higher or lower achieving school, and the length of time since the training was completed.

To determine differences in the level of support for staff development and school climate, the teacher questionnaire contained 25 statements to which respondents were asked their level of agreement on a five-point scale (strongly agree, agree, unsure, disagree, or strongly disagree). Higher levels of agreement with the statements indicated higher levels of support for staff development and a better school climate. We collapsed strongly agree and agree into a category and unsure, disagree, and strongly disagree into a second category. We used a chi-square to test whether respondents from higher achieving schools were more likely to agree with the statements than respondents from lower achieving schools. We selected a p<.05 level of statistical significance. For all statements respondents from higher achieving schools were more likely to agree with the statements than respondents from lower achieving schools.

APPENDIX B: Interview Questions

• Principal Interview:

Section 1: Experience And Training

1. How long have you been the principal?
2. What was your work experience prior to being this school’s principal?
3. Are you an active member of any state or national professional associations? Which ones?
4. Do you have any training, education courses, or experiences with providing staff development training? Describe.

Section 2. Staff Development Responsibilities And Priorities

1. What is your view of what staff and professional development is and what its role is in your school?
2. What are your responsibilities for staff development in your school?
3. Does anyone else in your school have staff development as a primary responsibility? What is their position and responsibilities?
4. In general, who set the priorities about which teachers receive staff development training and the type of staff development they receive?
5. What have been the primary factors over the past two years influencing the types of staff development in which teachers have participated?

Section 3. Evaluation Of Staff Development Activities

1. How do you evaluate the impacts of the staff development training of your teachers?

Section 4. Budget Control Of Staff Development Funds

1. Over what funding sources and for what staff development uses does your school have control?
2. Thinking about last year, from what sources did the money your school spent on staff development come? What proportion came from each source?

Section 5. Time Management And Staff Development Activities

1. How do you manage time for staff development activities?

Section 6. Staff Development For Beginning Teachers

1. What do you do for the training of beginning teachers at your school?

Section 7. Staff Development And Teacher Evaluation

1. How do teacher evaluations play a part in staff development decisions in your school?

Section 8. Selection And Hiring Of Teachers

1. Who at the school interviews a job candidate? What role do they have in the decision process?
2. What are some of the characteristics you seek in hiring a new teacher?

• Teacher Focus Group:

Section 1: Staff Development Content/Topics

1. Think about the staff development content covered over the past two years. What topics or areas have been addressed?

Section 2: Process - The How Of Staff Development

1. We’ve spent several minutes talking about the topics of staff development, let’s switch now to talk about how staff development is done. I want you to think about the staff development activities in which teachers have participated and describe how the training was conducted. Were activities collaborative? Did teachers learn in teams or study groups? What type of follow-up has been available?
2. As a result of teachers participating in staff development, have you seen any changes in the classroom practices? Have you seen any changes in curriculum materials? Lesson plans? Have you seen any changes in learning outcomes of students?

Section 3: Context - Role Of Staff Development In Culture Of School

1. How were decisions regarding staff development made? How was it decided who participated in staff development, the content of the staff development, or the scheduling of staff development? Are student test scores considered?
2. How much time over the past two years was spent on staff development for the faculty? Were there monthly activities? Activities one or two times a year?
3. What are the reasons why teachers participate in staff development? Reasons for lack of participation?

• School District Staff Development Coordinator Interview:

Section 1: Experience And Training

1. How long have you been in the staff development coordinator position?
2. What was your prior experience to being the staff development coordinator?
3. Are you an active member of any state or national professional associations? Which professional associations?
4. What other training, courses, or experiences have you had in providing staff development? Describe.
5. How would you define staff development and what is its role?

Section 2. Personnel Support For Staff Development

1. What are the responsibilities of this office with regard to staff development in the district? Please use specific examples to illustrate.
2. Do you have other responsibilities besides those related to staff development? How much time of your time is devoted to staff development responsibilities?
3. Including yourself, but not clerical staff, how many central office staff have at least half of their job responsibilities related to staff development activities?
4. Do the schools in your district have instructional lead teachers, assistant principals for instruction, or other personnel with primarily staff development responsibilities? Which schools have a staff development person? Why only these schools?

Section 3. Staff Development Content And Process

1. For each of last year’s (Sept. 1996 – August 1997) staff development offerings, offered through the district office, I want to know what the topic was. Do you have a catalog or list of offerings that we can use to help us organize this discussion? Were there other staff development offerings besides what the district offered? Offerings from your local RESA?
2. Does your district have a program for training beginning teachers? What are the courses and activities?

Section 4. Staff Development Priorities

1. Who sets the priorities about which teachers receive staff development training and the type of staff development they receive?
2. What has been the primary factor(s) over the past couple of years influencing the types of staff development in which teachers have participated?

Section 5. Budget Control Of Staff Development Funds

1. Over what funding sources and for what uses does the district retain control of staff development funds?
2. What proportion of state staff development funds (cost of instruction and stipend funds) is allocated to schools? What proportions are allocated to other activities?

Section 6. Time Management Of Staff Development Activities

1. Does the district have any policies with regards to the management of the time provided for staff development activities?

Section 7. Evaluation Of Staff Development Activities

1. How are the staff development offerings your district (RESA) provides evaluated?

• Personnel Director Interview:

Section 1: Recruiting Of Teachers

1. Does your office actively recruit teachers? Describe what you do.
2. Are there specific types of teachers that you tried to recruit for this school year?

Section 2: Hiring Process

1. Does the school district have minimum criteria for selecting job candidates for interviews? What are these?
2. Who usually interviews the job candidate for teaching positions?
3. Are there minimum district criteria the applicant must meet during the interview process?
4. Who makes the final decision to recommend hiring a teacher? Describe what type of input each of the interviewers has?

Section 3: Training For Beginning Teachers

1. Does your district have a training and orientation program for beginning teachers? What is involved in the training and orientation?

Section 4: Recruiting Process For Principals

1. When a school has a vacancy for a principal, how are potential candidates identified?
2. Are there specific background characteristics desirable for a school principal? Explain.

Section 5: Hiring Process For Principals

1. Does the school district have minimum criteria for selecting job candidates for interviews for principal positions? What are these?
2. Who interviews the job candidate?
3. Are there minimum district criteria the applicant must meet during the interview process?
4. Who makes the final decision to recommend hiring a principal? Describe what type of input each of the interviewers has.

Section 6: Labor Market For Teachers

1. How many teaching positions in the district were filled with new applicants for this school year?
2. What percent of these new hires were beginning teachers?
3. Approximately, how many applications did you have for these positions?
4. Approximately, what percent of the applications were from beginning teachers?

Financial Information Request

Summary of Expenditures for Staff and Professional Development:
Fiscal Year 1997 - July 1, 1996 - June 30, 1997

Instructions:

The Council for School Performance is interested in knowing the proportion of staff and professional development expenditures in FY 1997 that came from federal, state, and local sources of revenue. In providing staff development expenditures, the following items are to be included:

Release time for teachers to participate in staff development activities

Purchased professional and technical services for instructors and consultants

Travel for staff development purposes

Instruction equipment and computer hardware required for staff development

Training materials, supplies, books, and software required for staff development

Reimbursement for registration fees for approved conferences and workshops and tuition, textbooks, and fees for approved college courses

Note:The new FY 1998 Fund Codes that appear in the following expenditure requests were not used to report FY 1997 expenditures. However, they are included to provide a more detailed description of the FY 1997 expenditures that we are requesting (see Definitions)

I. State Funds – Cost of Instruction and Professional Development Stipends, FY 1997

Enter the total expenditures for staff and professional development for the district.

1. Cost of Instruction $___________________
Do not include funds transferred from PDS Fund Code 100-1210-2210-

2. Professional Development Stipends $___________________
Fund Code 100-1220-2210-116

Employer Costs $___________________
Fund Code 100-1220-2210-200

Transferred to Cost of Instruction $___________________

3. Of the total Cost of Instruction and Stipend expenditures, how much were expended by the schools in the district? $___________________

II. Federal Funds, FY 1997

Federal funds support staff and professional development through many programs. Many of these programs are flexible with regards to staff development expenditures; not all of the money is specifically earmarked for staff development. Listed below are some of the larger programs. This is not a complete list. Please include other programs in your estimate.

Enter the total staff and professional development expenditures for the district from federal sources of funds. If the exact figure is not available, please provide a good estimate.

1. Federal Funds $___________________

III. Local Funds, FY 1997

Enter the total staff and professional development expenditures for the district from local sources of funds. If the exact figure is not available, please provide a good estimate.

890. Local Funds $___________________

FUND CODE DEFINITIONS
(Fund Type – Program – Function – Object)

Fund Type

100 – General Fund
404 – Special Education
406 – Vocational Education Tech Prep
410 – Goals 2000 Educate America School Improvement Grants
414 – Title II Eisenhower Professional Development Grant

Program

1210 – Staff Development
1220 – Professional Development
1774 – Professional Development Grant, Goals 2000
1784 – Title II Regular Grant
1786 – Demo & Exemplary
1788 – Administrative
2832 – Part D Prep of Professional Personnel, Special Education Fund
3060 – Tech Prep
3061 – Tech Prep State-Wide
3117 – Staff Development (Other), Vocational Education
3217 – Tech Prep (75%), Vocational Education

Function

2210 – Improvement of Instructional Services

Object

113 – Substitute; serves as temporary replacement for certified employee
116 – Professional Development Stipends
200 – Employee Benefits
300 – Purchased Professional and Technical Services
430 – Repair and Maintenance Services
580 – Travel
610 – Supplies
612 – Computer Software
615 – Expendable Equipment
642 – Books (other than textbooks) and Periodicals
730 – Purchase of Equipment (other than buses and computers)
734 – Purchase or Lease-Purchase of Computers
810 – Dues and Fees
890 – Other Expenditures

APPENDIX C: Teacher Survey

The Council for School Performance’s Survey on the Professional Development of Georgia’s Public School Teachers

The Council for School Performance was appointed by the Governor and the Georgia Legislature in 1993 and given the mission of providing impartial and accurate information regarding the performance of public schools and lottery funded education programs.

A preliminary analysis of the Council’s 1995-96 School System Performance Indicators supported the common sense notion that better prepared teachers and higher student academic performance go hand in hand. Because the Governor’s Office expressed a need for additional information, the Council is undertaking a detailed study on staff development practices in Georgia’s schools. The results from this study will be shared with state and local policy makers.

For the Council to present an accurate description of staff development practices, it is important that you complete and return the survey. You are a faculty member of one of a select group of schools participating in the study. We need your input.

You may be assured of confidentiality. We ask that you give the name of your school but we do not want your name on the survey. After completing the questionnaire, use the self-addressed envelope to return it directly to the Council for School Performance. If you have any questions or comments please call Steve Harkreader at (404) 651-3534.

Thank you for your participation,

Pat Willis

Chair, Council for School Performance

Section I: Education and Teaching Experience

Q1. What is the name of your school? _______________________________________________

Q2. What is the highest level of education you have completed?

CIRCLE ONE
1 Completion of a high school diploma or GED
2 Completion of an associate’s degree
3 Completion of a bachelor’s degree
4 Completion of a master’s degree
5 Completion of an education specialist’s degree
6 Completion of a Ph.D. or Ed.D. degree
9 Don’t Know/No Response

Q3. Are you currently in a degree program?

CIRCLE ONE
1. No
2. Yes – SPECIFY:
Program_______________________________
University______________________________

Q4. Not including the current school year, how many years have you taught at this school?
_______ Number of years

Q5. Not including the current school year, how many years have you been employed as a teacher?
_______ Number of years as a teacher

Q6. Last year were you assigned to teach any subjects or grade levels for which you did not have a valid teaching certificate?

1 Yes
2 No
3 Did not teach at this school last year
9 Don’t Know/No Response

Section II: Participation in Staff and Professional Development Activities

Instructions: Please read the following definition of staff and professional development activities carefully. For this survey, a staff or professional development activity is defined as:

An organized learning opportunity for teachers to acquire knowledge and skills to help them become more effective teachers. Staff development may consist of activities such as a single workshop, a conference, a workshop series, summer institutes, college coursework, or organized peer coaching and study group sessions. A staff development activity may be sponsored by many entities including your school, the school district, Regional Education Service Agencies (RESAs), state agencies, teacher academies, colleges, networks, or professional organizations.

For questions Q6 to Q16, think about the staff development activities in which you have participated from September 1995 through August 1997. Your answers to these questions are meant to provide a description of your best staff development experience in terms of learning and using the skills and knowledge.

Q7. What was the title/topic of the best staff development activity in which you participated since September 1995?
______________________________________________________________

Q8. When did your participation in this staff development activity begin?

CIRCLE ONE
1 Within the past 6 months
2 6 months to a year ago
3 One to two years ago
9 Don’t Know/No Response

Q9. Is this an ongoing training in which you are still involved?

CIRCLE ONE
1 Yes
2 No
9 Don’t Know/No Response

Q10. What was the format for the staff development activity?

CIRCLE ONE
1 Single workshop
2 Series of sequentially organized workshops supported over time
3 Multi-day conference including many different seminars
4 College coursework
5 Activity in which organized peer coaching/observation sessions were the primary activity
6 Activity in which organized peer study groups were the primary activity
7 Other
Specify:____________________________________________________

Q11. Which of the following areas were covered during this staff development activity?

CIRCLE ALL THAT APPLY

1 Content knowledge of a specific subject area such as mathematics
Which subject area? ________________________

2 Teaching techniques, strategies, or methods
Which technique, strategy, or method was emphasized? ________________

3 Curriculum
Which curriculum area? _______________________

4 Technology

5 Classroom management and discipline

6. Group learning processes such as collaboration, peer coaching, peer study groups, and action research
In what specific area? _______________________

7 Other
Specify: _______________________

Q12. The reason I participated in the staff development activity was. . .

CIRCLE ALL THAT APPLY
1 For my personal professional needs and goals
2 For Staff Development Unit (SDU) credit for recertification
3 For a stipend for extra income
4 It was required by the state, the district, or my school administration.
5. I was encouraged to attend to meet priorities set by the district office or my principal.
6 I was encouraged to attend to meet priorities set through a collaborative planning process addressing the needs of my school
7 Other
Specify:_________________________________________________

Q13. Which of the following describes an aspect of the training?

CIRCLE ALL THAT APPLY
1 An understanding of the rationales and principles behind the skills or strategies was developed through lectures, readings, and discussions.
2 The skills or strategies were demonstrated live or through film or videotape.
3 I participated in initial practice under simulated conditions during the training.
4 The training involved practice in the classroom or workplace.
5 Peer coaching/observation was part of the training.
6 Peer study groups were part of the training.
7 Follow up and support in implementing the new skills were part of the training.
8 The change process of trying something new in a school was discussed and studied.
9 GSAMS or satellite telecommunications were used.
10 None of the above

Q14. The following statements describe different stages of using the information, skills, or strategies you learned in this staff development activity. Which of the following statements best describes your level of use?

CIRCLE ALL THAT APPLY
1 I know the information, skills, or strategies, but I am not using them.
2 I am preparing for my first use of the information, skills, or strategies.
3 I am attempting to use the information, skills, or strategies but I am not yet comfortable in using them.
4 I routinely use the information, skills, or strategies.
5 Working with colleagues, I am integrating their use in activities.
6 I am reevaluating their use and seeking modifications to be more effective.
9 Don’t Know/No Response

Q15. I experienced the following outcomes as a result of the staff development:

CIRCLE ALL THAT APPLY
1 Positives changes in attitude
2 Increased discussion with my colleagues about the staff development content
3 Increased use or production of curriculum materials
4 Changes in lesson planning
5 Improved performance or behaviors of my students
6 Increased learning outcomes of my students
7 Increased shared decision-making and collaboration
8 Other
Specify:_________________________________________________

Q16. What organization provided the staff development training?

CIRCLE ONE
1 My school
2 My school system
3 The Regional Education Service Agency (RESA)
4 A professional association or organization
5 The Georgia Department of Education
6 Business community partners
7 College or university
8 Other
Specify:_________________________________________________

Q17. Who delivered the staff development training?

CIRCLE ALL THAT APPLY
1 Staff from my school
2 Staff from the school system
3 Staff from the Regional Education Service Agency (RESA)
4 Staff from the Georgia Department of Education
5 Staff and professional development consultants
6 College/University personnel
7 Other
Specify:_________________________________________________

Q18. Q6 to Q17 ask you to describe your best staff development experience since September 1995. In the space provided below, please list the title/topic, a brief description, and the sponsoring organization for all your staff development activities since September 1995.

Section III: Support for Staff Development

Instructions: Recall your experiences with your principal, fellow teachers, and teaching in this school in the 1995-96 school year (two years ago). For each statement circle the number that indicates if you strongly agree (1), agree (2), unsure whether you agree or disagree (3), disagree (4), or strongly disagree (5) with the statement. If you were not at this school in 1995-96, circle (9).

Section IV. School Climate

Instructions: Recall your experiences with your principal, fellow teachers, and teaching in this school in the 1995-96 school year (two years ago). For each statement circle the number that indicates if you strongly agree (1), agree (2), unsure whether you agree or disagree (3), disagree (4), or strongly disagree (5) with the statement. If you were not at this school in 1995-96, circle (9).

THANK YOU FOR COMPLETING THE SURVEY. PLEASE RETURN THE SURVEY IN THE ENVELOPE PROVIDED.

APPENDIX D: Staff Development Factors by Areas of Inquiry in Interviews

Table D1. Content of Staff Development Activities Emphasized by School Personnel

*Statistically significant (p<.10)

Table D2. Training Programs for Beginning Teachers

*Statistically significant (p<.10)

Table D3. Characteristics of the Delivery of Staff Development Activities Emphasized by School Personnel

*Statistically significant (p<.10)

Table D4. Outcomes of Staff Development Activities Emphasized by School Personnel

*Statistically significant (p<.10)

Table D5. Methods Mentioned for Evaluating Staff Development Activities

*Statistically significant (p<.10)

Table D6. Roles for Staff Development Emphasized by School Leadership

*Statistically significant (p<.10)

Table D7. Principal's (or Administrator in Charge of Staff Development) Professional Experience, Education, and Training in Staff Development Guidance