Abstract
Purpose. The purpose of this study was to determine whether California school districts are assisting teachers to plan a cohesive professional growth program in accordance with the legislative intent for renewal of teaching credentials as stated in the Education Reform Act of 1983. Methodology. The perceptions of California school district personnel administrators and classroom teachers issued a Professional Clear Teaching Credential after September 1, 1985 were assessed through a mailed written questionnaire in this descriptive study. All unified school districts with a population of more than 2,000 students participated in the study. The collected descriptive statistical data were analyzed and arranged by summarizing relationships between variables. Frequencies and percentages were used to describe the relative distribution of a score within its distribution. The mean of the population was used when applicable in the comparison of the data. A chi-square and a t-test measurement of significance were used in the analysis of the data. Findings. The results of this study showed that most of the unified school districts adopted procedures to assist teachers in the credential renewal process. Administrators and teachers were in agreement on the importance of the role of the district in assisting teachers as they planned their professional growth programs, the importance of the role of the teacher in planning a professional growth program, and the importance of various professional growth activities. Administrators were more likely to believe that these practices and procedures had been followed than were teachers. Recommendations. School districts should identify specific techniques for communicating and understanding the intent of the professional growth requirement for credential renewal. The role of the professional growth advisor should be strengthened by providing opportunities for training, for advisors and teachers to meet, and to share specific strategies.