THE RELATIONSHIP BETWEEN "HIGH STAKES" TESTING AND PROFESSIONAL DEVELOPMENT PROGRAMS

This study was designed to investigate the influence of the accountability movement on school-sponsored professional development programs, through an investigation of how accountability ("high-stakes" testing and sanctions) shapes the ways in which professional developers plan, implement, and reflect upon their professional development. The study was carried out by qualitatively examining the manner by which two groups of schools planned and implemented their professional development programs. More specifically a group of five schools identified by the state as needing improvement due to low test scores was compared with a second group of five schools not so identified. For both groups, the goal setting and planning stages of their professional development were examined, as well as the implementation of that plan (specifically, the form, duration, participation levels, focus, degree of active learning, level of coherence, and use of student data). Finally, the planners' reflections were investigated to determine what they believed to be the influences of accountability on their professional development programs. The responses across the two groups of schools were coded and analyzed in order to identify similarities and differences within or between these two groups. In summarizing the data, the research suggests that only minimal differences exist between "Warning List" and "Non-Warning List" schools in the areas of planning, implementation, and reflection upon the professional development. Though variations occurred, schools generally carried out their professional development as they always have and being identified as a "Warning List" school provided no meaningful role in modifying professional development programs