市場調査レポート

PreK-12(12年生以下)教育者向け専門能力開発市場

PreK-12 Professional Development Market 2012-2013

発行 SIMBA Information, Inc. 商品コード 251889
出版日 ページ情報 英文 196 Pages
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PreK-12(12年生以下)教育者向け専門能力開発市場 PreK-12 Professional Development Market 2012-2013
出版日: 2012年10月01日 ページ情報: 英文 196 Pages
概要

当レポートでは、PreK-12(12年生以下)教育者向け専門能力開発市場の現状と見通しについて、特に共通コア科目の州の基準、新人教師の評価・アカウンタビリティプログラムおよび学習過程への技術の統合強化に注目して調査分析しており、市場規模、現在の支出、主な資金源、地域における実施動向、将来のPD需要予測、および市場成長予測などをまとめ、概略下記の構成でお届けいたします。

調査手法

エグゼクティブサマリー

第1章 産業規模および構造

  • イントロダクション
  • 政策変更が購入を促進
  • 教育省のイニシアチブ
  • 資金・予算抑制
  • 172億米ドル市場の下方圧力

第2章 方向性および動向

  • イントロダクション
  • 管理スタッフの開発
  • 新人教師のためのPD(専門能力開発)
  • 専門能力開発のための時間を作る
  • ほとんどの地区は独自のPDプログラムを開発
  • オープンソースPD教材は引き続き足がかりを探す
  • コラボレーションが鍵
  • 技術系PDは採用が遅い
  • ベンダーは技術系デリバリーの成長を経験
  • 簡単なPDの需要が増加
  • 専門学習団体は支援を獲得、ほか

第3章 産業促進因子:共通コア科目、技術および教師の評価

  • イントロダクション
  • 共通コア科目が根本的な変化を促進
  • 共通コア科目の段階
  • ベンダー市場のパーソナライズドソリューション
  • 通常リクエストされる共通コア科目のPDトピック
  • PDトピックの利用データ・評価戦略のトップリスト
  • さらなるトレーニングを望む教師
  • トレーナー訓練モデルが人気
  • 教室での技術の利用は実践的なトレーニングを後押し
  • なぜ効果的な技術PDがベンダーにとって問題なのか
  • 新人教師の評価が新しいPDを意味する、ほか

第4章 結論・展望

第5章 人名録

付録:調査回答の詳細

目次
Product Code: CURP6903767

Abstract

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.

Table of Contents

Methodology

Executive Summary

Chapter 1: Industry Size and Structure

  • Introduction
  • 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

  • Introduction
  • 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

  • Introduction
  • 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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