School Administrators’ Perceptions of Secondary CTE Teachers’ Teaching and Learning - PowerPoint Presentation

School Administrators’ Perceptions of Secondary CTE Teachers’ Teaching and Learning Professional Development Needs

School Administrators’ Perceptions of Secondary CTE Teachers’ Teaching and Learning Professional Development Needs John Cannon, Ph.D. Assistant Professor CTE: Occupational Education College of Education University of Idaho johnc@uidaho.eduPenny Tenuto, Ph.D. Assistant Professor Leadership & Counseling College of Education University of Idaho ptenuto@uidaho.edu Allen Kitchel, Ph.D.Associate Professor CTE: Business & Marketing EducationCollege of EducationUniversity of Idahoakitchel@uidaho.eduRuss Joki, Ed.D. Professor Leadership & Counseling College of Education University of Idaho rjoki@uidaho.edu

Introduction Higher expectation of student achievement No immunity for CTE teachers from pressure (Horne, 2010)Positive relationship between student achievement & teacher quality (Segiovanni, 2009)Identifying professional development needs is part of national CTE research agenda (Lambeth, Elliot, & Joerger, 2008)Responsibility for Educational leaders to facilitate professional development opportunities for teachersIdentification of teachers’ (including CTE) educational needs is a segment of the leader’s responsibility

Conceptual Framework Danielson’s (1996 & 2008) Framework for Enhancing Professional Practice :Planning and PreparationThe classroom environmentInstructionProfessional Responsibilities (foundational piece for this study)“Continuing development is the mark of a true professional, an ongoing effort that is never complete” (Danielson, p. 115, 1996).School leaders provide teachers with learning opportunities necessary to enhance professional practice (Marzano, Waters, & McNulty, 2005).“Administrators bear a certain responsibility for establishing and maintaining a culture of professional inquiry within a school” (Danielson, p. 17, 2008).

Conceptual Framework: Instrumentation Borich Needs Assessment ModelEffective tool for identifying needs of CTE teachersCollects ‘perceived level of importance’ and ‘perceived level of competence’ teacher competenceAllows data to be weighted and ranked in order of priorityUsed in other needs assessment studies: Kitchel, Cannon, & Duncan, 2009; Duncan, Ricketts, Peake,, & Uesseler, 2006; Garton & Chung, 1997; Joerger, 2002

Previous Research CTE Teachers’ Professional Development Perceptions (Using Borich Model): Teaching students to think critically and creatively Motivating students to learnIntegrating science standards into the CTE curriculumTeaching problem-solving and decision-making skillsDesigning and developing digital age learning assessment (Cannon, Kitchel, Duncan, & Arnett, 2011; Kitchel, Cannon, & Duncan, 2010)Other Research (Crews & Bodenhamer, 2009; Wichowski & Heberley, 2004; Ruhland & Bremer, 2002; Heath-Camp & Camp, 1990) :Classroom managementCurriculum developmentStudent motivationIntegration of academicsReading programsWorking with special populationsStudent motivationTime management

Research Objectives Determine the characteristics and educational background of Idaho public school administrators ; Describe Idaho public school administrators perception of the importance of specific areas of teaching and learning and their perceptions of CTE teachers’ competence in these areas; andDetermine public school administrators’ perceptions of professional development needs for Idaho CTE teachers in the specific area of teaching and learning.

Methodology Descriptive survey research – web based survey Population: Idaho Secondary School Leadership (N = 457)Data Collection: Spring 2011 – CensusResponse/Participation Rate: ~48% (n=219)Survey Instrument: Background Characteristics & CTE Items32 Teaching & Learning items rated on two distinct Likert type scalesImportance Scale: 1=Not Important; 2=Little Importance; 3=Somewhat Important; 4=Important; 5=Very ImportantCompetence Scale: 1=Not Competent; 2=Little Competence; 3=Somewhat Competent; 4=Competent; 5=Very CompetentSurvey Instrument: Content Validity – Pilot Tested – Usability & ClarityAnalyzed: SPSS/Excel (descriptives, MWDS)

Methodology 32 T&L Items IMP COMPMWDS Ed Leader’s Perceptions of CTE In-Service Needs

Obj. 1: Determine the characteristics and educational background of Idaho public school administrators Gender Female = ~24% (n=54); Male = ~74% (n=165) Age (~98% 35 yrs or older)<=35 = 4.0%; 35-44 = 25.8%; 45-54 = 44.7%; 55-64 = 22.9%; >=65 = 5.1%~96% had been a teacher from a variety of content areas~10% were previously CTE teachersYears of Administration Experience - yrs (~79% > 5 yrs, ~52% > 10 yrs)1st yr. = 2.3%; 1-2 = 2.7%; 3-5 = 15.8%; 6-10 = 27.5%; 11-20 = 37.8%; >=20 = 12.6%

Obj. 2: Describe Idaho public school administrators’ perceptions of the importance of specific areas of teaching and learning and their perceptions of CTE teachers’ competence in these areas Highest Rated Teaching & Learning Item by ImportanceIMP MIMP SDTeaching students to think critically and creatively 4.77 0.49Motivating students to learn4.770.46Teaching proper safety practices in the lab 4.720.61Teaching proper safety attitudes in the classroom  4.70 0.59 Teaching problem-solving & decision making skills 4.62 0.64 Classroom management 4.62 0.63

Obj. 2: Describe Idaho public school administrators’ perceptions of the importance of specific areas of teaching and learning and their perceptions of CTE teachers’ competence in these areas Lowest Rated Teaching & Learning Item by ImportanceIMP MIMP SDUtilize database software (e.g., MS Access)3.78 0.93Utilize graphic design & publishing software 3.810.85Utilize website development software  3.820.99Use digital tools for on-line instruction 3.88 0.89 Use digital tools for face-to-face instruction 4.04 0.87

Obj. 2: Describe Idaho public school administrators’ perceptions of the importance of specific areas of teaching and learning and their perceptions of CTE teachers’ competence in these areas Highest Rated Teaching & Learning Item by CompetenceIMP MIMP SDTeach proper safety practices in the lab4.24 0.81Teach proper safety attitudes in the classroom4.220.81Classroom management4.120.87Utilize productivity software (word processing, spreadsheets, presentation software) 3.88 0.84 Teaching students to think critically and creatively 3.82 0.87 Teach problem-solving & decision making skills 3.82 0.88

Obj. 2: Describe Idaho public school administrators’ perceptions of the importance of specific areas of teaching and learning and their perceptions of CTE teachers’ competence in these areas Lowest Rated Teaching & Learning Item by CompetenceIMP MIMP SDUtilize website development software3.08 0.87Use digital tools for on-line instruction 3.151.03Utilize database software (e.g., MS Access)3.290.99Utilize graphic design & publishing software 3.29 1.02 Design & develop digital-age learning assessments 3.30 0.96

Obj. 2: Determine public school administrators’ perceptions of professional development needs for Idaho CTE teachers in the specific area of teaching and learning. Teaching & Learning Item MWDS RANK ADMINMWDS ADMINMotivate students to learn14.68Teach students to think critically and creatively 24.57Integrate reading standards into the PTE curriculum34.44Integrate writing standards into the PTE curriculum34.44Design & develop digital-age learning assessments54.15

Conclusions & Implications The findings will be used to inform professional development planning for Idaho CTE teachers, curriculum decisions for CTE teacher preparation programs, and future in-service needs assessment surveys. Determining professional development need of CTE teachers is part of the national research agenda for the profession (Lambeth et al., 2008).

Conclusions & Implications Idaho CTE teachers have also identified “Teaching students to think critically and creatively” & “Motivating students to learn” as the most important competencies (Cannon, et al., 2012) .Idaho CTE teachers held perceptions that they were most competent in teaching safety and classroom management, similar to findings of this study (Cannon, et al., 2012).

Conclusions & Implications Top ranked perceived professional development needs: Motivating students to learn Teaching student to think critically and creativelySimilar to findings of CTE teacher perceptions (Cannon, et al., 2012,; Kitchel, et al., 2010)School leaders value CTE curricula as an effective delivery system to reinforce academic skills in reading, writing, math, and science.

Recommendations Idaho CTE program managers and teacher educators should use the findings to develop meaningful and engaging professional development activities for CTE teachers; Researchers in other states should replicate this study, further revising and refining the instrument; and The instrument should be given to state CTE program managers, thus adding another dimension to determine accurate professional development needs.

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