Act 1999-48 (24 P.S. Sections 12-1205.1 et seq.): An Analysis of Continuing Professional Education Reform in Pennsylvania and Implications for Policy and Practice

摘要

The enactment of Act 1999-48 (24 P.S. Sections 12-1205.1 et seq.), or Act 48, in Pennsylvania signified a transition from optional continuing professional education to mandatory continuing professional education (CPE) for all PA certified educators. The Act 48 legislation established mandates for CPE for all certified educators. All CPE activities submitted to the Pennsylvania Department of Education (PDE) by school districts must be aligned with the goals identified in the professional education plans and, subsequently, to their strategic plans. The intent of this study was to examine southwestern Pennsylvania public school districts' compliance with the Act 48 legislation. Compliance in this study was based on guidelines established by PDE. This study analyzed (1) the extent to which CPE activities of educators in selected school districts in Pennsylvania's Region 7 aligned with the requirements as set forth in the guidelines and (2) the extent to which the school districts' CPE activities met their strategic plan goals. The analysis was based upon the review of documents that identified the school district's strategic plan goals and the CPE activities submitted to PDE for Act 48 credit during the 2005-06 school year.Given the flexible guidelines proffered by PDE, the CPE activities as set forth by the districts could be interpreted only as compliant. After all, school districts might have viewed some criteria as optional. Only 18 percent of the districts had aligned fully their credit-bearing CPE activities and their strategic plan goals. Three factors influencing the degree of alignment included: (1) the use of language in the strategic plan goals and CPE activity names, (2) the content of strategic plan goals, and (3) the range of CPE topics approved for Act 48 credit. Though limited in scope, the study highlighted implications for compliance when guidelines are worded ambiguously. Left to interpret the guidelines as they deemed appropriate, districts endorsed a wide range of professional development activities, many of which did not complement their strategic plan goals.