An integrative approach to professional development to support college- and career- readiness standards

Abstract

Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.

The effect of efficient professional development on the teaching of code-focused skills in beginner readers: exploring the impact of professional development intensity and coaching on student outcomes

“…From the initial training, an experimental group was formed (EG: HIG-40) and a control group (CG: LIG-8) which presented no significant differences in the pretest and which made possible the study of the effect on student performance of the two PD formats. These shared some of the five core features which, according to research, are part of high-quality PD (Darling-Hamond et al, 2017;Desimone, 2009;Desimone & Garet, 2015;Pak et al, 2020), but they differed in intensity and the use of a coach. In the two PD groups there was a positive effect on students considered to have possible reading difficulties, but no significant differences were obtained between groups in performance on the tasks carried out.…”

“…Another fundamental aspect has been the implication of responsible leaders and trainers involved in the PD. The attitude of leaders and trainers may form a barrier in PD (Didion et al, 2020;Kennedy, 2016;Pak et al, 2020). District and school leaders play a key role in PD, where a positive, encouraging attitude towards teachers has repercussions in the motivation and attitude of trainers and teachers (Brady et al, 2009;Desimone & Garet, 2015;Pak et al, 2020).…”

“…The attitude of leaders and trainers may form a barrier in PD (Didion et al, 2020;Kennedy, 2016;Pak et al, 2020). District and school leaders play a key role in PD, where a positive, encouraging attitude towards teachers has repercussions in the motivation and attitude of trainers and teachers (Brady et al, 2009;Desimone & Garet, 2015;Pak et al, 2020). Management conditions the educational organisation of the project on a school level by providing time for teachers to participate in PD sessions and in the activities proposed in PD.…”

“…New proposals of demonstrated effectiveness are needed, but currently, consensus has yet to be reached as to which is the best format of PD to develop high-quality, professional knowledge in the area of reading. Research into PD has identified five core features for implementing an efficient PD format (Desimone, 2009;Desimone & Garet, 2015;Pak et al, 2020). Intensity, which refers to the number and distribution of hours, highlights the effectiveness of PD when it is extended over the duration of the academic year and includes 20 or more hours of training.…”

Co-designing a curriculum model for career education: perspectives from regional communities in Australia

“…In the United States (US), federal policies have encouraged states to implement career readiness immersed curriculum across the school sector, with the intention to prepare students for colleges and 21st-century careers. The most recent iteration of the US standards-based reform movement has produced college-and career-readiness (CCR) standards intended to prepare students to build capacity for successful postsecondary opportunities (Pak et al, 2020 ).…”