E-based professional development (e-pd) for effective teaching and

This module has been peer-reviewed, accepted, and sanctioned by the National Council of Professors of Educational Administration (NCPEA) as a scholarly contribution to the knowledge base in educational administration.

Professional development is both a growing trend and an increasing need in this country for those employed in a wide variety of professions. It is a way for employees to engage in workplace learning to improve performance levels and skills, and to learn new ones as well. According to the American Society for Training&Development (ASTD),“Many economists and business leaders agree that the key to achieving business results and sustaining a competitive advantage is a fully engaged, knowledgeable, and skilled workforce”(Rivera&Paradise, 2006, p. 2). According to this same report, American industry spends an estimated $109.25 billion annually on professional development activities.

Educators make up about two percent of the American workforce (U.S. Bureau of Labor Statistics, 2007). According to the US Department of Education (USDOE), there are over 2.7 million full-time teachers in this country, and they play a critical role in the quality of education. In a 2004 report by the USDOE,“The single most important factor affecting student achievement is teachers…”(Kleiman, 2004). The importance of highly-qualified teachers is evident, and therefore the question becomes: how do we keep 2.7 million teachers trained and current so they may deliver the quality education this country’s children deserve?

Professional development is a key component to maintaining a skilled workforce and producing quality teachers, so the challenge lies in providing and delivering training so that it is meaningful, high-quality, and presented in the most effective format.

According to the Bureau of Labor Statistics, teachers on average spend over 40 hours per week on school duties both inside and outside of the classroom. In addition, they work 10 months during the year and then during their two-month break many take second jobs, teach summer courses, or spend time in workshops or college classes to continue their education (U.S. Department of Labor, 2006). To complicate matters, many teachers live in rural areas where they do not have access to professional development opportunities. Additionally, there is the problem of a shortage of qualified teachers in such fields as mathematics, science, and foreign languages who need specific training and courses to obtain state certification (Kleiman, 2004, p. 1).