Product Code: CURP6903767
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
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.
Table of Contents
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
- Table 2.3: Are staff development offerings available to principals and
- 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
- 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
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
- 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
- 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
- Table 4.3: Market for the PreK-12 Professional Development, 2012-2013 to
Chapter 5: Who's Who
Appendix: Survey Response Detail