In the 1998 Survey on the Professional Development of Teachers by the National Center for Education Statistics (NCES) of the US Education Department, two broad dimensions of teacher effectiveness were categorized first along the level of knowledge and skills that teachers bring to the classroom as measured by teacher preparation and qualifications; and second, along the category of classroom practices. The trend data during the subsequent 2000 survey, covered teacher participation in professional development and collaborative activities, and teachers’ feelings of preparedness.
Apparently, teachers underwent formal professional development and collaborative with other teachers. Teacher education and teacher professional development and collaboration were key factors that established teacher effectiveness. Continuity and relevance of professional development as well as school administration support had to be monitored to assure that teachers had learned. If follow-up sessions are needed, then additional training followed by school activities in which a teacher helped other teachers put the new ideas to use.
Perceived impact of professional development was related to time spent in professional development activities and linkages and follow-up activities to which the teachers had participated.
Collaboration with other teachers revolved around joint work, which are team teaching and monitoring. Teacher networks, either school-to-school or school-to university partnerships are powerful learning mechanisms for teachers.
Teacher preparedness incorporates what the teacher brings to the classroom from preservice training and on-the-job learning. Teachers unanimously revealed that they were not well-prepared to integrating educational technology in the grade or subject taught.
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