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Appendix C

Teacher Professional Development Survey

The survey will be available online. The online survey will be designed with conditional branching, so 

that subsequent questions change based on how respondents answer earlier questions. Specifically, if 

respondents check “Small group or grade-level professional development” in response to question 3, 

they will be asked to answer questions 6 and 7 that relate to the small group or grade level professional

development they attended in mathematics. 

The survey program stores the teacher responses and aligns the data with the unique teacher identifier. 

This version of the survey is worded to capture PD experience at baseline as recalled by teachers from 

the prior academic year (August 2013-August 2014). This baseline version will be given in August 

2014.

A slightly modified version will ask the same questions, but specifically in reference to the prior 

month. The month specified in each question (where appropriate) will be modified to specify the month 

of interest (e.g., “during October 2014.”). The monthly versions will be given the end of each month 

from September 2014 through April 2015.
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Teacher Professional Development Survey

This survey is intended to help you document the professional development activities in mathematics you 

participated in during the previous academic year (for baseline, or <previous month>).

For this survey, professional development (also known as staff development, in-service training) refers to

a variety of activities intended to enhance your professional knowledge and skills, including trainings,

workshops, institutes, conference sessions, college courses, coaching/mentoring, and small group or

grade level professional development in mathematics.

Confidentiality

Information collected for this study comes under the confidentiality and data protection requirements of 

the Institute of Education Sciences (The Education Sciences Reform Act of 2002, Title I, Part E, Section 

183). Responses to this data collection will be used only for statistical purposes. The reports prepared for 

the study will summarize findings across the sample and will not associate responses with a specific 

district, school, or individual. We will not provide information that identifies you, your district or your 

school to anyone outside the study team, except as required by law.

Public Burden Statement

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of 

information unless such collection displays a valid OMB control number. Public reporting burden for this 

collection of information is estimated to average 12 minutes, including time for reviewing instructions, 

searching existing data sources, gathering and maintaining the data needed, and completing and reviewing 

the collection of information. The obligation to respond to this collection is voluntary. Confidentiality is 

not guaranteed. Send comments regarding the burden estimate or any other aspect of this collection of 

information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 

Maryland Ave., SW, Washington, DC 20202-4536 or email ICDocketMgr@ed.gov and reference the 

OMB Control Number 1850-xxxx.

Full Name: ____________________________________

School: ____________________________________

District: ____________________________________

Time Period: Summer 2014 (for baseline, or <previous month>)

1. Did you participate in professional development activities in the area of mathematics during 

the summer of 2014?

□ Yes

□ No
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2. For how many HOURS did the professional development in mathematics you attended 

during the summer of 2014 cover the following topics? (Enter zero if none. Otherwise round to 

the nearest whole hour.)

Common Core Math K-5 Elementary _________________

Common Core Math Specifically 4

th Grade _________________

Specific Topics in Fractions/Rational Number _________________

3. What was the format of the professional development that covered MATHEMATICS from 

August 2013 through August 2014?

□ Small group or grade-level professional development

□ Short training or workshop (half-day or less)

□ Longer institute or workshop (more than half-day)

□ College course (include any courses you are currently attending)

□ Session(s) at a conference

□ Coaching or mentoring related to math instruction

□ Training to be a coach or mentor related to math instruction

□ Other (please specify) ______________________

4. What topics were covered included in all the MATHEMATICS-RELATED professional 

development activities you participated in between August 2013 through August 2014?

(Check all that apply)

□ Arithmetic with whole numbers

□ Arithmetic with fractions

□ The reasoning behind arithmetic computations with whole numbers

□ The reasoning behind arithmetic computations with fractions

□ Ratio/Proportions

□ Geometry and/or measurement

□ Other math topics – please list: 

____________________________________________________

____________________________________________________

____________________________________________________

5. Check the activities that were part of the professional development that covered 

MATHEMATICS. (Check all that apply)

□ I observed demonstrations of teaching strategies during the professional development

session.

□ I observed teachers using the strategies taught in the professional development session.

□ I practiced using assessment data to plan instruction in the session.
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□ I was required to practice strategies I learned and received feedback about my practice.

□ I collaborated with colleagues to plan a lesson.

□ I developed student activities to use in my classroom.

□ I led group discussions about math.

□ I demonstrated a lesson.

□ None of the above.

If you checked “Small group or grade-level professional development” in response to question 3, you 

will be asked to answer the next 2 questions about the SMALL GROUP or GRADE LEVEL 

professional development you attended in MATHEMATICS. Sur

vey CONTROL Summer to July 31

6. Was the SMALL GROUP or GRADE LEVEL professional development that covered 

MATHEMATICS you participated in one of the following? (Check all that apply)

□ Developing Mathematical Ideas (DMI)

□ Lesson Study

□ Professional Learning Community

□ Community of Practice

□ Other (please specify) _________________________________

7. Was the SMALL GROUP or GRADE LEVEL professional development in 

MATHEMATICS you participated in limited to teachers within your school?

□ Yes

□ No