What Works in Professional Development?

Abstract

hat do we really know about the relationship between professional development and improvements in student learning? What evidence validates that relationship, and how trustworthy is that evidence? What does that evidence tell us about the characteristics of truly effective professional development activities? These questions guided one of the largest and most inclusive syntheses of research on effective professional development conducted to date. Scholars from the American Institutes for Research analyzed findings from over 1,300 studies that potentially address the effect of professional development on student learning outcomes. The project was sponsored by the Regional Education Laboratory-Southwest (REL SW) and funded by the Institute of Education Sciences of the U.S. Department of Education. The findings from this comprehensive analysis, titled Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement (Yoon et al. 2007), shed new light on the complex relationship between professional development and improvements in student learning. It is hoped that they also will lead to new and better research on this vitally important dimension of the educational improvement What Works in Professional Development? A research synthesis confirms the difficulty of translating professional development into student achievement gains despite the intuitive and logical connection. Those responsible for planning and implementing professional development must learn how to critically assess and evaluate the effectiveness of what they do.

Investigating the Effectiveness of a Comprehensive Literacy Coaching Program in Schools with High Teacher Mobility

“…Numerous studies in the social sciences indicate that at least this length of time is needed for complex multilevel interventions to influence desired outcomes (studies summarized in Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). However, other research indicates that less time is needed, suggesting that only 30 hours of PD may be needed to bring about instructional improvement (Guskey & Yoon, 2009). Given the demands on teachers' time in many schools around end-of-the-year accountability testing, effects for teachers who are new to a school may be maximized only if a coaching program is well established and engages teachers in intensive PD at the very beginning of the school year.…”

Mathematics Audit of the DoDEA Schools: 2014-2015

“…Other research found that teachers were more likely to change their instructional practice when participating in PD programs that offered ongoing on-site support and teacher networks that could work collaboratively within and across schools and districts (Corcoran, McVay, and Riordan, 2003). This is consistent with a larger body of scholarly work suggesting that effective PD is sustained and intensive (Marrongelle, Sztajn, and Smith, 2013;Loveless, 2013) and involves collective participation and group work (Desimone, 2009;Elmore, 2002;Guskey and Yoon, 2009;Wei et al, 2009;Elliott et al, 2009).…”

Principals’ Perspectives: Professional Learning and Marginal Teachers on Formal Plans of Improvement

“…Researchers have identified features of professional development that support the transfer of learning to classroom practice (Avalos, 2011;Darling-Hammond & Falk, 2013;Desimone, 2011;Guskey & Yoon, 2009;Timperley, 2008 While the impact on student achievement is a critical indicator of the effectiveness of professional development, we believe the impact of professional development on teacher knowledge and instructional practice is also relevant, as these are worthwhile outcomes in themselves that support increased learning for students. (p.15) Job-embedded learning is a key feature of professional development that supports teachers as adult learners.…”