Supporting the Professional Growth of Oklahoma Educators: Survey Insights and Policy Recommendations

Driven by our mission to Inform, Improve, and Innovate, the Oklahoma Office of Educational Quality & Accountability (OEQA) is committed to advancing educational excellence across the state. Our vision is to ensure that all Oklahoma students receive a high-quality education through data-driven decision-making, continuous improvement, and transformative innovation. This vision guides every initiative we undertake. In alignment with these values, we conducted a professional learning survey to gain deeper insights into the needs and priorities of our educators. The results of this survey are important for shaping the professional learning opportunities provided not just by OEQA, but also by our partners, including school districts, the State Department of Education, the Regents for Higher Education, university partners, and various non-governmental organizations. These findings also have significant implications for state policy and resource allocation.

The survey was distributed to 3,500 educators, and we received 516 responses - a 15% response rate. The results provide a clear picture of what educators value most in their professional learning and what barriers prevent them from accessing these opportunities.

Educator Priorities: The survey results highlight several key areas of interest among Oklahoma educators, particularly in workshops on Learning Approaches, Differentiated Instruction, Technology Integration, and Neurobiology/Neuroplasticity. These topics reflects a commitment to reaching diverse learners, enhancing teaching effectiveness, and improving fundamental skills in reading, writing, and mathematics.

• Learning Approaches: 77% of educators expressed interest in learning about active, student-centered methods such as inquiry-based learning and other approaches designed to increase engagement and understanding. This indicates a strong demand for professional learning that focuses on innovative strategies to improve student engagement.
• Differentiated Instruction: 73% of educators were interested in tailoring teaching methods to meet the diverse learning needs and styles of students, including those with learning differences. This high level of interest underscores the importance of providing teachers with the necessary professional learning and tools to effectively support all learners.
• Technology Integration: 70% of educators expressed interest in leveraging digital tools, online resources, and interactive software to enhance the learning process. This highlights the growing recognition technology in education and the need for effective integration strategies.
• Neurobiology/Neuroplasticity: 62% of educators were interested in understanding the neurobiological underpinnings of learning and memory, including concepts like neuroplasticity. Educators are eager to apply these concepts to improve student learning and retention.
• Literacy and Numeracy: 63% of educators showed interest in strategies for improving reading, writing, and math skills across various grade levels. This reflects the ongoing priority to strengthen fundamental literacy and numeracy skills in Oklahoma schools.
• Dyslexia: 61% of educators were interested in learning more about how to support students with dyslexia in the classroom. This is critical as Oklahoma implements new dyslexia screening legislation and strives to provide equitable learning opportunities for all students.

These topics are not just educational trends; they are critical areas where Oklahoma educators are eager to expand their expertise. This interest aligns with the state’s legislative priorities, such as the Strong Readers Act and legislation implementing dyslexia screeners, which aim to support reading and literacy across the state. The survey results underscore the urgent need to provide high-quality professional learning opportunities that empower teachers to meet these challenges head-on.

Barriers to Access: Despite the strong interest in professional learning, the survey revealed significant barriers that educators face in accessing these opportunities. The most pressing challenges include:

• Cost of Program: Identified as a barrier by 49% of respondents (254 educators).
• Substitute Availability: Cited as a challenge by 43% of respondents (222 educators).
• Travel Expenses: Highlighted by 38% of respondents (198 educators).
• Scheduling Conflicts: Noted by 38% of respondents (194 educators).

These barriers are not just individual concerns but reflect broader systemic issues that must be addressed to ensure equitable access to professional learning for all educators.

Preferred Learning Formats: Educators expressed a clear preference for certain types of professional learning formats:

• In Person (No Travel): Preferred by 59% of respondents (307 educators), indicating a strong desire for accessible in-person learning opportunities that do not require extensive travel.
• Virtual (On Demand): Favored by 45% of respondents (231 educators), showing a significant interest in flexible, on-demand online learning options.
• Virtual (Live): Selected by 34% of respondents (175 educators) as a preferred format.
• In Person (Travel): Preferred by 31% of respondents (161 educators).

These preferences highlight the need for flexible professional learning options that accommodate educators’ busy schedules and logistical constraints.

The results of this survey not only highlight opportunities for OEQA and its partners to strengthen professional learning initiatives but also reveal important policy implications that need to be addressed for Oklahoma to achieve the results it wants for its students.

1. Legislative Engagement: OEQA will share these findings with the Oklahoma Legislature to highlight the need for targeted funding in professional learning. Aligning state resources with the areas of greatest demand will ensure that professional learning opportunities provided by OEQA, school districts, the State Department of Education, and other partners are both relevant and impactful.
2. Funding Allocation: Addressing the cost barrier is essential. We recommend that the Legislature consider establishing dedicated funding to support the most in-demand professional learning areas, particularly those that focus on innovative teaching methods, technology integration, and literacy initiatives.
3. Systemic Support: The issue of substitute availability requires immediate attention. We propose policy solutions that provide additional funding and support to districts to secure substitutes, thereby reducing one of the major barriers to professional learning participation.
4. Expanding Flexible Learning Options: Given the strong preference for flexible learning formats, we recommend prioritizing virtual and easily accessible in-person professional learning opportunities. Expanding statewide platforms for on-demand learning will ensure continuous access to professional growth.

For those interested in exploring the survey results in greater detail, we have developed an interactive dashboard that provides a deeper dive into the data. This tool allows users to examine the results based on various parameters and gain insights specific to their interests. The dashboard is accessible through the OEQA website.

The survey results offer a roadmap for advancing professional learning in Oklahoma. By aligning our policies and resources with the needs of educators, we can improve teaching quality and, ultimately, student outcomes across the state. OEQA, in collaboration with school districts, the State Department of Education, the Regents for Higher Education, university partners, and non-governmental partners, is committed to using these insights to drive meaningful change. We look forward to working with the Legislature and other key stakeholders to implement these recommendations.

For more information, to access the interactive dashboard, or to discuss the policy implications of this survey, please contact the Oklahoma Office of Educational Quality & Accountability at info@oeqa.ok.gov or (405) 522-5399.