Page 47 - Technology Plan ICT Review

How teachers rate the relevance and quality of their professional development.
•When asked to rate whether professional development met their needs, teachers’ re- sponse show an average decline of 30% from last year.
•The low satisfaction rate towards professional development can be attributed to teachers’ unwillingness to attend after school sessions. Teachers complained of district initiatives that involved devoting extra time for professional development sessions. It is not farfetched to assume that they view professional development as redundant and unnecessary for their current needs.
•For the same reason, the principal limited technology inservices to Students Achieve and The application of ICT Outcomes. These training sessions were held on a need to have basis. For instance, Student Achieve inservices, held in the beginning of the year trained teachers to set up their mark books and attendance while sessions during the latter part of the semester was held to teach teachers how to publish report card. To assist teachers with their project plans, an inservice on The Applica- tion of ICT Outcomes was held early semester 2.
•The satisfaction rate for the quality of professional development showed a decline of 15%. Again this rating was influenced by staff’s poor and unwelcoming attitude towards ongoing professional development programs offered to them.

How teachers rate the opportunity for professional development
•The 3% drop from last year could be attributed to teachers’ preference in receiving training in other, perhaps more relevant, areas. Whereas the district initiated all pro- fessional development and planning based on perceived requirements, it may also prove useful in the future to consult teachers of their preferences
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