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Formal Educators Specific Professional Development Priorities

Analyzed by Grade Level

Preservice Education
Figure 8 shows the frequency of response for elementary, middle and high school teachers who identified the area of preservice education.

The most frequently chosen responses for elementary teachers were:

  • Instructional methodology (23 responses)
  • Ecology (18 responses)
  • Program models (13 responses)
  • Critical thinking (6 responses).

The most frequently chosen responses for middle school teachers were:

  • Instructional methodology (14 responses)
  • Program models (12 responses)
  • Critical thinking (8 responses)
  • Ecology (6 responses)

The most frequently chosen responses for high school teachers were:

  • Instructional methodology (13 responses)
  • Ecology (10 responses)
  • Program models (8 responses)
  • Critical thinking (7 responses).

Figure 8.
Elementary, Middle and High School Teachers’
Preservice Teacher Education Priorities

Professional Development Priorities
Figure 9 shows the frequency of response for various professional development content areas among elementary, middle and high school teachers who identified professional development as a priority.

The highest rated content areas for elementary teachers were:

  • Instructional methodology (34 responses)
  • Program Models (33 responses)
  • Environmental Issues (31 responses)

The highest rated content areas for middle school teachers were:

  • Instructional methodology (27 responses)
  • Environmental Issues (23 responses)
  • Program Models (22 responses)

The highest rated content areas for high school teachers were:

  • Environmental Issues (29 responses)
  • Program Models (22 responses)
  • Instructional methodology (21 responses)

Figure 9.
Elementary, Middle and High School Teachers’
Professional Development Content Priorities

Professional Development Delivery Format
Figure 10 shows preferences for professional development delivery format among elementary, middle and high school teachers.

The most preferred formats for elementary teachers were:

  • Workshops (55 responses)
  • Conferences (31 responses)
  • Courses (30 responses)

The most preferred formats for middle school teachers were:

  • Workshops (34 responses)
  • Courses (13 responses)
  • Conferences (8 responses)

The most preferred formats for high school teachers were:

  • Workshops (36 responses)
  • Courses (23 responses)
  • Conferences (13 responses)

Figure 10.
Elementary, Middle and High School Teachers’
Professional Development Format Priorities


Computer Network Priorities
Figure 11 shows EE computer network priorities among elementary, middle and high school teachers.

Among possible EE computer network areas, the top responses for elementary teachers were:

  • Online learning (15 responses)
  • EE resource directory (9 responses)
  • List of activities (4 responses)

Among possible EE computer network areas, the top responses for middle school teachers were:

  • Online learning (14 responses)
  • EE resource directory (12 responses)
  • List of activities (7 responses)

Among possible EE computer network areas, the top responses for high school teachers were:

  • Online learning (18 responses)
  • EE resource directory (10 responses)
  • List of activities (4 responses)


Figure 11
Elementary, Middle and High School Teachers’
Computer Network Priorities

Technical Assistance
Figure 12 shows the frequency of response for a variety of technical assistance areas among elementary, middle and high school teachers.

The highest identified areas for elementary teachers were:

  • Facility development (23 responses)
  • Program development (18 responses)
  • Grant writing (11 responses)

The highest identified areas for middle school teachers were:

  • Program development (13 responses)
  • Facility development (10 responses)
  • Grant writing (8 responses)

The highest identified areas for high school teachers were:

  • Program development (11 responses)
  • Facility development (10 responses)
  • Grant writing and Equipment (5 responses)

Figure 12.
Elementary, Middle and High School Teachers’
Technical Assistance Priorities


Research Priorities
Overall, research was the lowest identified priority among all respondents of the survey. Figure 13 shows research priorities among elementary, middle and high school teachers.

The highest identified research areas for elementary teachers were:

  • Current Research (6 responses)
  • Opportunities (2 responses)

The highest identified research areas for middle school teachers were:

  • Current Research and Research Projects (3 responses)
  • Opportunities and Funding (2 responses)

The highest identified research areas among high school teachers were:

  • Current Research (3 responses)
  • Funding (2 responses)

Figure 13.
Elementary, Middle and High School Teachers’
Research Priorities