NEW YORK, Jan. 9, 2013 /PRNewswire/ -- Reportlinker.com announces that a new market research report is available in its catalogue:

PreK-12 Professional Development Market 2012-2013

http://www.reportlinker.com/p01008900/PreK-12-Professional-Development-Market-2012-2013.html#utm_source=prnewswire&utm_medium=pr&utm_campaign=Education_and_Training

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.

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

To order this report:

: PreK-12 Professional Development Market 2012-2013

Nicolas Bombourg
Reportlinker
Email: nicolasbombourg@reportlinker.com
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