The surveys were mailed to a random sample of 2,940 school districts throughout the country, stratified by region, type of community, and socioeconomic status. Of the surveys disseminated, 1,231 usable surveys were returned, providing a 41.87% response rate and a sampling error estimate of 2.76%. The surveys were mailed to the superintendents, but the individuals who completed the surveys held different positions; for example, 31% of the respondents were superintendents, and 27% were gifted education coordinators. The survey was comprehensive (11 pages long) and provided many findings. Selected descriptive and inferential findings from the survey are presented here.
A very small proportion of school districts' total professional development dollars is spent on gifted education topics: Districts spend only 4% of their total professional development budget on professional development practices related to gifted education.
The individuals who determine the professional development practices in gifted education are primarily the gifted education coordinators (21.4%), superintendents (14.3%), or a district-wide committee (14.3%).
Gifted education specialists rarely provide professional development training to other faculty members within their school districts; for example, 21.6% of the gifted education specialists never provide any training to other faculty members.
The majority of districts do not evaluate the impact of their professional development practices in gifted education on teachers and students; for example, less than 6% of the districts indicate that this is a "completely accurate" description of their evaluation practices.
Peer coaching between classroom teachers and gifted education teachers is seldom (25%) or never (28%) used to provide professional development.
When examining differences among districts in the four regions of the country (Northeast, North Central, South, and West) with regard to the extent to which professional development experiences were provided within the last three years, significant differences were found (F (3, 1172) = 31.13, p < .05 with a Bonferonni adjustment), and the post hoc analyses indicated that districts in the South provided significantly more experiences.
When examining differences in districts' professional development practices within the past three years according to state mandates (mandate to identify and serve gifted students, a partial mandate, and no mandate), significant differences were found (F (2, 1173) = 8.55, p < .05 with a Bonferonni adjustment), and, as anticipated, the post hoc analyses indicated that more experiences were found in districts with state mandates to identify and serve gifted students. No significant differences were found, however, among these three categories with regard to the degree to which districts provide teachers with beginning, intermediate, and advanced levels of professional development in gifted education (p > .05).
The overall findings from the survey indicate that the professional development practices in gifted education provided to classroom teachers throughout the country are limited in nature, degree, and scope. One discouraging conclusion drawn from the findings was that only a handful of districts provide differentiated professional development experiences for their teachers. Unfortunately, the "one-size-fits-all" criticism of how capable students are treated in classrooms can be applied also to how teachers are afforded professional development opportunities within districts. The limited use of peer or collegial coaching as a practice for professional development was another disappointing finding, particularly when research indicates that this practice has the highest effect size for increasing teachers' knowledge, skills, and transfer of training (Joyce & Showers, 1995). The findings and conclusions from the survey are being considered as we investigate methods for providing effective professional development experiences to teachers in the remaining years of this five-year research study.
Joyce, B., & Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal (2nd ed.). White Plains, NY: Longman.