Which online professional development resources are most frequently used by educators, and how do they perceive their effectiveness in supporting teaching and learning?

• Educators likely value these modules for providing structured, standards-based content that is directly applicable to their teaching environments.
• The strong focus on “development” (610 mentions) and “teaching” (521 mentions) further supports the idea that online modules are instrumental in professional growth and instructional practices.

• Educators likely appreciate the accessibility and diverse content available through online websites, which support both professional growth and classroom application.
• The recurrence of terms like “core” (29 mentions) and “professional” (25 mentions) reinforces the utility of these sites for core curriculum topics and ongoing professional development.

• Educators likely value the Summer Institute/RESA Presentations for their strong focus on professional development and district-wide alignment.
• The frequent mention of terms like “development” (24 mentions) and “district” (23 mentions) highlights the presentations’ role in supporting both individual growth and district educational goals. Additionally, the recurrence of words such as “core” (21 mentions) and “classroom” (20 mentions) suggests that these sessions effectively bridge curriculum standards with practical classroom strategies, making them highly relevant for day-to-day teaching.

• Online Learning Modules Lead PD Engagement:
  Educators overwhelmingly prefer online learning modules due to their flexibility, accessibility, and self-paced structure, making them the most frequently used PD resource.

• Focus on Curriculum and Instructional Effectiveness:
  PD content emphasizing curriculum standards, literacy, data-driven instruction, and 21st-century skills is perceived as highly effective, directly supporting classroom practices and student outcomes.

• Collaborative PD Enhances Professional Growth:
  Resources like Summer Institute/RESA Presentations foster peer collaboration and district-wide learning, enhancing educators’ professional development through shared experiences and networking.

• Limitations: The analysis relies on self-reported data, which may include biases or inconsistencies in educators’ feedback.
• Implications: The findings highlight the need for PD programs to prioritize flexible, curriculum-aligned resources that support both professional growth and classroom impact.
• Next Steps for Analysis: Conduct a deeper qualitative analysis of open-ended responses to uncover nuanced insights into educators’ PD experiences and preferences.