Abstract
Purpose. The purpose of this study was to determine if the intent and goals of the professional growth requirements of Senate Bill 813 for credential renewal are being achieved as policy changes have been implemented over the post decade. To realize this purpose, the research was intended to describe and measure: (1) the content of teachers' professional growth, (2) the conditions of commitment that influence a teacher's selection of professional growth content, (3) what incentives motivate teachers to participate in professional growth, (4) which sources of professional development are most commonly used by teachers, and (5) what difference, if any, exists between new and veteran teachers in any of the four preceding items. Methodology. This was a descriptive study. A questionnaire was designed to collect data from both new and veteran teachers. Two teachers from 161 randomly selected schools representing 17 of 18 districts in a northern California county participated in the study. Responses from 105 veteran teachers, and 94 new teachers were received and analyzed through descriptive statistics. Findings. Six of the nineteen areas of knowledge and skill that define quality professional growth were contained in the last 150 hours of professional growth of 75 percent or more of the respondents. Teachers reported moderately high levels of commitment to the majority of specified knowledge and skill areas. In addition, personal interest and practicality were found to be the most important incentives for professional growth participation. Teachers were also found more often to chose the college and university option as providers of professional growth. Finally, new and veteran teachers were found to have the same general response to all surveyed items. Conclusions. Both new and veteran teachers reported similar characteristics in that they: (1) have moderately high commitment to quality, professional growth content in fulfillment of their credential renewal requirement, (2) are motivated to select content that is personally interesting and practical, and (3) chiefly use colleges and universities to receive professional growth experience. Recommendations. On the basis of this study, it is recommended that: (1) continuous professional growth for credential renewal become a required additional component of the teacher evaluation process, and (2) the teacher and evaluator/professional growth advisor review relevant research that describes the critical competencies which define the teaching profession.