Professional Development (Inservice)

All Research

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SYNOPSIS
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Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007-08 Schools and Staffing Survey. First Look.

This report presents selected findings from the school principal data files of the 2007-08 Schools and Staffing Survey (SASS).  It provides the following descriptive information on school principals by school type, student characteristics, and other relevant categories: number, race/ethnicity, age, gender, college degrees, salary, hours worked, focus of work, years experience, and tenure at current school.

Battle, D. (2009). Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007–08 Schools and Staf ng Survey (NCES 2009-323). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

The persistence of privacy: Autonomy and initiative in teachers’ professional relations.

This article attempts an analysis of the accumulated literature on collegial relations with the intent of formulating a more robust conception, one that accounts for variation in teachers’ involvements with one another, the circumstances that surround those involvements, the meanings teachers and others attach to them, and the consequences that flow from them.

 Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91(4), 509–536.

The Future Ready District: Professional Learning Through Online Communities of Practice and Social Networks to Drive Continuous Improvement

The U.S. Department of Education Office of Educational Technology published this brief that summarizes research on the role of online communities of practice and social networks in supporting the professional performance of educators.

U.S. Department of Education. (2014, November). The Future Ready District: Professional Learning Through Online Communities of Practice and Social Networks to Drive Continuous Improvement. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/11/Section7-FutureReadyDistrictBrief-Final.pdf.

Techniques in the clinical supervision of teachers

Intended as a text, this book emphasizes practical techniques of clinical supervision in working with teachers to help them improve their classroom teaching. It is divided into four units. The first provides necessary background for understanding techniques of clinical supervision. The next two units describe specific techniques for conducting clinical conferences and collecting observation data.

Acheson, K. A., & Gall, M. D. (1980). Techniques in the Clinical Supervision of Teachers. Preservice and Inservice Applications. Longman, Inc., 19 W. Forty-Fourth St., New York, NY 10036.

Marketing social change: The case of family preservation

This case study examines the Edna McConnell Clark Foundation's promotion of the Homebuilders type of family preservation services as the sole model worthy of public support.

Adams, P. (1994). Marketing social change: The case of family preservation. Children and Youth Services Review16(5-6), 417-431.

Coaching side by side: One-on-one collaboration creates caring, connected teachers

This article describes a school district administrator's research on optimal coaching experiences for classroom teachers. This research was done with the intent of gaining a better understanding of how coaching affects student learning. 

Akhavan, N. (2015). Coaching side by side: One-on-one collaboration creates caring, connected

teachers. Journal of Staff Development, 36,34-37.

 

Effects of teacher professional learning activities on student achievement growth.

The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. 

Akiba, M., & Liang, G. (2016). Effects of teacher professional learning activities on student achievement growth. Journal of Educational Research, 109(1), 99–110. https://www.lib.fsu.edu/sites/default/files/scholarship/effects_of_teacher_pl_activities.pdf

Teacher Preparation and Induction.

This issue is the second in a three-part series on quality teaching. The other two issues in the series focus on teacher recruitment and teachers' career structures and work environment. This issue examines research and expert consensus on teacher preparation,

Allen, M. (2000). Teacher Preparation and Induction. Progress of Education Reform, 1999-20012(3), n3.

On the Path to Equity: Improving the Effectiveness of Beginning Teachers

This report highlights the work of New Teacher Center (NTC), a national nonprofit organization headquartered in Santa Cruz, California, that has partnered with states, districts, and policymakers to develop programs and policies that accelerate new teacher effectiveness.

Alliance for Excellent Education (2014). On the path to equity: Improving the effectiveness of beginning teachers. Washington, DC: Author. Retrieved from https://all4ed.org/wp-content/uploads/2014/07/PathToEquity.pdf

Pushing the horizons of student teacher supervision: Can a bug-in-ear system be an effective plug-and-play tool for a novice electronic coach to use in student teacher supervision? ProQuest Dissertations and Theses.

This case study explored the use of the Bug-in-Ear (BIE) tool for undergraduate student-teacher supervision in the hands of a novice BIE2 coach, including the ease with which BIE equipment can be set up and operated by a novice coach and naïve users in the classroom. 

Almendarez, M. B., Zigmond, N., Hamilton, R., Lemons, C., Lyon, S., McKeown, M., Rock, M. (2012). Pushing the horizons of student teacher supervision: Can a bug-in-ear system be an effective plug-and-play tool for a novice electronic coach to use in student teacher supervision? ProQuest Dissertations and Theses.

The Clinical Preparation of Teachers: A Policy Brief

This policy brief focuses on the clinical aspects of teacher preparation in each of these key features. These aspects include the typical processes of clinical work, the location, and the duration of the training.

American Association of Colleges for Teacher Education (AACTE). (2010). The clinical preparation of teachers: A policy brief. Washington, DC: Author.

Teacher Induction Programs: Trends and Opportunities

State-level policy support for teacher induction programs can help teachers realize their full potential, keep them in the profession, promote greater student learning, and save money. Higher education institutions and school districts must work together to provide high-quality and well-designed induction programs. 

American Association of State Colleges and Universities (AASCU). (2006). Teacher induction programs: Trends and opportunities. Policy Matters, 3(10), 1–4.

Preparing teachers in today’s challenging context: Key issues, policy directions and implications for leaders of AASCU universities

Teacher preparation is at the core of most public universities’ missions, providing a vital function in pursuit of states’ ambitions for an educated and engaged populace. The member institutions of the American Association of State Colleges and Universities strive to continuously improve the development of teachers who will prepare future generations in their communities for success in college and careers.

American Association of State Colleges and Universities. (2016). Preparing teachers in today’s challenging context: Key issues, policy directions and implications for leaders of AASCU universities.

Promoting teacher effectiveness: Conditions for success in teacher induction.

The work of the New Teacher Center (NTC) highlights the importance of the conditions for success in its Program Theory of Action model. This paper also provides Conditions for Success Self-Evaluation Worksheet that will help you to evaluate your program’s readiness to effectively implement the Teacher Induction Pathway presented in the Adult Education Teacher Induction Toolkit. 

American Institutes for Research (AIR) and Literacy Information and Communication System (LINCS). (2015). Promoting teacher effectiveness: Conditions for success in teacher induction. https://lincs.ed.gov/publications/te/conditions.pdf  

 
Student Teaching’s Contribution to Preservice Teacher Development

This article reviews empirical articles published over the past two decades to determine what and how student teaching experiences contribute to preservice teachers’ development. While keeping this central focus, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.

Anderson, L. M., & Stillman, J. A. (2013). Student Teaching’s Contribution to Preservice Teacher Development A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts. Review of Educational Research, 83(1), 3-69.

Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs schools

Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers’ development remain unanswered.

Anderson, L. M., & Stillman, J. A. (2013). Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Educational Research83(1), 3-69.

Has reform in teacher education influenced teacher performance? An outcome assessment of graduates of eleven teacher education programs.

This article describes the efforts of eleven universities and colleges to assess their teacher education programs based on broad, commonly held outcomes.

Andrew, M. D., & Schwab, R. L. (1995). Has reform in teacher education influenced teacher performance? An outcome assessment of graduates of an eleven-university consortium. Action in teacher education17(3), 43-53.

Instructional Coaching: Professional development strategies that improve instruction

This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school. Instructional coaching holds much potential for improving the way teachers teach and the way students learn, but that potential will only be realized if leaders plan their coaching program with care. 

Annenburg Institute for School Reform. (2004). Instructional Coaching: Professional development strategies that improve instruction. 

High-quality professional development for all teachers: Effectively allocating resources.

This Research & Policy Brief addresses the aspect of the teacher support system that is perhaps the most important and often the most weakly implemented: teacher learning and development.

Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). High-quality professional development for all teachers: Effectively allocating resources. Washington, DC: National Comprehensive Center for Teacher Quality.http://www.gtlcenter.org/sites/default/files/docs/HighQualityProfessionalDevelopment.pdf

 
Increasing pre-service teachers’ use of differential reinforcement: Effects of performance feedback on consequences for student behavior

Significant dollars are spent each school year on professional development programs to improve teachers’ effectiveness. This study assessed the integrity with which pre-service teachers used a differential reinforcement of alternate behavior (DRA) strategy taught to them during their student teaching experience.

Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2010). Increasing pre-service teachers’ use of differential reinforcement: Effects of performance feedback on consequences for student behavior. Journal of Behavioral Education, 19(2), 169-183.

Effectiveness of an online simulation for teacher education.

This study evaluated the effectiveness of the simSchool (v.1) simulation as a tool for preparing student teachers for actual classroom teaching. Twenty-two student teachers used the simulation for a practice session and two test sessions; data included objective performance statistics generated by the simulation program, self-rated performance data, and qualitative opinions and perceptions from participants.

Badiee, F., & Kaufman, D. (2014). Effectiveness of an online simulation for teacher education. Journal of Technology and Teacher Education22(2), 167-186.

Design evaluation of a simulation for teacher education

Recent calls to improve the quality of education in schools have drawn attention to the importance of teachers’ preparation for work in classroom settings. Although the practicum has long been the traditional means for pre-service teachers to learn and practice classroom teaching, it does not always offer student teachers the time, safe practice experiences, repetition, or extensive feedback needed for them to gain adequate knowledge, skills, and confidence.

Badiee, F., & Kaufman, D. (2015). Design evaluation of a simulation for teacher education. Sage Open5(2), 2158244015592454.

The affirmation of the scientist-practitioner: A look back at Boulder.

Discusses the coming professionalization of psychology after World War II with the synthesis of the Boulder Conference on Graduate Education in Clinical Psychology in 1949.

Baker, D. B., & Benjamin Jr, L. T. (2000). The affirmation of the scientist-practitioner: A look back at Boulder. American Psychologist55(2), 241.

Developing practice, developing practitioners: Toward a practice-based theory of professional education.

This study examined results associated with a field-based undergraduate early childhood teacher education program designed as a response to calls for enhanced field experiences and community-situated teacher education that narrows the preparation-to-practice gap.

Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey-Bass. http://www-personal.umich.edu/~dkcohen/downloads/developingpractice.pdf

 
Reforming teacher preparation and licensing: What is the evidence?

Using professional self-regulation in medicine as a model, the National Commission on Teaching and America's Future has proposed sweeping changes in how teachers are trained and licensed, claiming that the reforms are well-grounded in research. This paper argues that the research literature offers far less support for the Commission's recommendations than is claimed. 

Ballou, D., & Podgursky, M. (2000). Reforming Teacher Preparation and Licensing: What is the Evidence?. Teachers College Record102(1), 5-27.

Better mentoring, better teachers: Three factors that help to ensure successful programs

When mentors are well-selected, well-trained, and given the time to work intensively with new teachers, they not only help average teachers become good, but good teachers become great. And because new teachers are most often assigned to the poorest schools and the most challenging classrooms, instructional-mentoring programs provide a powerful lever for closing the teacher-quality gap and ensuring that all students, regardless of their backgrounds, have a real opportunity to succeed.

Barlin, D. (2010). Better mentoring, better teachers: Three factors that help ensure successful programs. Education Week29, 27.

Did you know? Your school’s PLCs have a major impact. West Palm Beach, FL: Learning Sciences International

Researchers at Learning Sciences International wanted to take a closer look at the impact PLCs have on the schools we work with. We hoped to tease out answers to two related questions about PLCs. When PLCs are working at optimum levels, what is their relationship to student achievement? Secondly, do cohesive and focused high-functioning PLCs have any impact on teacher morale?

Basileo, L. D. (2016). Did you know? Your school’s PLCs have a major impact. West Palm Beach, FL: Learning Sciences International. https://www.learningsciences.com/wp/wp-content/uploads/2018/05/Did-You-Know-Your-School%E2%80%99s-PLCs-Have-an-Outsized-Impact.pdf

 
From good to great: Exemplary teachers share perspectives on increasing teacher effectiveness across the career continuum.

The main body of the report takes readers through the four stages that this study used to define the teacher career continuum: Preservice, Novice, Career, and Teacher Leader stages.

Behrstock-Sherratt, E., Bassett, K., Olson, D., & Jacques, C. (2014). From Good to Great: Exemplary Teachers Share Perspectives on Increasing Teacher Effectiveness across the Career Continuum. Center on Great Teachers and Leaders.

Measuring the effects of professional development on teacher knowledge: The case of developing mathematical ideas.

This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers' specialized knowledge for teaching mathematics and illustrates how such research could be conducted.

Bell, C. A., Wilson, S. M., Higgins, T., & McCoach, D. B. (2010). Measuring the effects of professional development on teacher knowledge: The case of developing mathematical ideas. Journal for Research in Mathematics Education, 41(5): 479–512. https://www.researchgate.net/profile/Courtney_Bell5/publication/268429188_Measuring_the_Effects_of_Professional_Development_on_Teacher_Knowledge_The_Case_of_Developing_Mathematical_Ideas/links/54f5c6310cf21d8b8a5b791b.pdf

 
Effects of coaching on teachers’ use of function-based interventions for students with severe disabilities

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions in different situations. 

Bethune, K. S., & Wood, C. L. (2013). Effects of coaching on teachers’ use of function-based interventions for students with severe disabilities. Teacher Education and Special Education, 36(2), 97-114.

 

Assessing the value-added effects of literary collaborative professional development on student learning.

This article reports on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a schoolwide reform model that relies primarily on the oneon-one coaching of teachers as a lever for improving student literacy learning.

Biancarosa, G., Bryk, A. S., & Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. The elementary school journal111(1), 7-34.

Evaluating teacher quality under No Child Left Behind.

As part of a federally funded study of NCLB, RAND Corporation researchers, in collaboration with researchers from the American Institutes for Research, analyzed the progress that states, districts, and schools have made in implementing the teacher qualification provisions of NCLB through the 2004–2005 school year. 

Birman, B., Le Floch, K., Klekotka, A., Ludwig, M., Taylor, J., Walters, K…..O’Day, J. (2007). Evaluating teacher quality under No Child Left Behind. Santa Monica, CA: RAND Corporation. https://www.rand.org/pubs/research_briefs/RB9287.html

 
Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2011-12 Schools and Staffing Summary, First Look

The Characteristics of Public and Private Elementary School Principals in the United States is a subsection of the NCES 2011-12 Schools and Staffing Survey (SASS). It provides descriptive statistics on K-12 school principals in areas such as: race, gender, education level, salary, experience, and working conditions.

Bitterman, A., Goldring, R., Gray, L., Broughman, S. (2014).Characteristics of Public and Private Elementary and Secondary School Principals in the United States:Results From the 2011-12 Schools and Staffing Summary, First Look. IES, National Center for Education Statistics, U.S. Department of Education

The effects of teacher professional development on gains in student achievement: How meta-analysis provides scientific evidence useful to education leaders

The Council of Chief State School Officers (CCSSO) was awarded a grant from the
National Science Foundation to conduct a meta analysis study with the goal of providing
state and local education leaders with scientifically-based evidence regarding the effects of
teacher professional development on improving student learning. 

Blank, R. K., and de las Alas, N. (2009). The effects of teacher professional development on gains in student achievement: How meta-analysis provides scientific evidence useful to education leaders. Washington, DC: Council of Chief State School Officers. https://files.eric.ed.gov/fulltext/ED544700.pdf

Effects of the Missouri Career Ladder program on teacher mobility.

This paper seeks to estimate the effect that Career Leader (CL) program has had on teachers’ career decisions, specifically their decisions to stay in a specific school district or to remain in the teaching field.

Booker, K., & Glazerman, S. (2009). Effects of the Missouri Career Ladder program on teacher mobility. Washington, DC: Mathematica Policy Research. https://files.eric.ed.gov/fulltext/ED507470.pdf

Professional development and teacher learning: Mapping the terrain

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. 

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher30(8), 3–15.

Professional development and teacher learning: Mapping the terrain

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. 

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher30(8), 3–15.

What Do We Know About Principal Preparation, Licensure Requirements, and Professional Development for School Leaders?

CEELO reviewed data on 21 states’ principal licensure requirements, conducted structured interviews with experts on principal preparation and professional development in 7 states, and spoke with staff at the National Association of Elementary School Principals and the National Institute for School Leadership.

Brown, K. C., Squires, J., Connors-Tadros, L., & Horowitz, M. (2014). What do we know about principal preparation, licensure requirements, and professional development for school leaders. New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.

Professional community in Chicago elementary schools: Facilitating factors and organizational consequences.

Using data from a large urban school district, this article tests the impact of structural, human, and social factors on the emergence of school-based professional community and examines the extent to which such developments in turn promote learning and experimentation among faculty

Bryk, A., Camburn, E., & Louis, K. S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751–781. https://www.researchgate.net/profile/Karen_Louis/publication/249684711_Professional_Community_in_Chicago_Elementary_Schools_Facilitating_Factors_and_Organizational_Consequences/links/5845de4f08ae8e63e6286a05/Professional-Community-in-Chicago-Elementary-Schools-Facilitating-Factors-and-Organizational-Consequences.pdf

 

 
Teacher Professional Development Challenges Faced by Rural Superintendents

Effective teacher professional development is defined as structured professional learning
activities which result in changes in teacher practice and improvements in student learning
outcomes. Superintendents face common challenges unique to the rural environment which
hinder the delivery of effective teacher professional development in rural school districts.

Cadero-Smith, L. (2019). Teacher Professional Development Challenges Faced by Rural Superintendents in Western Washington State: A Phenomenological Study (Doctoral dissertation, American College of Education).

Principal Concerns: Leadership Data and Strategies for States.

This report tells policymakers what metrics they must track in order to make the best decisions regarding the supply and training of school leaders.

Campbell, C., & Gross, B. (2012). Principal Concerns: Leadership Data and Strategies for States. Center on Reinventing Public Education.

Why education experts resist effective practice: Report of the Thomas B. Fordham Foundation

This essay provides examples from reading and math curricula, describes how experts have, for ideological reasons, shunned some solutions that do display robust evidence of efficacy, then examines how public impatience has forced other professions to “grow up” and accept accountability and scientific evidence. 

Carnine, D. (2000). Why education experts resist effective practices (Report of the Thomas B. Fordham Foundation). Washington, DC: Thomas B. Fordham Foundation.

Team up for 21st century teaching and learning: What research and practice reveal about professional learning. Condensed excerpts

This document includes the excerpts of five articles that provide a substantial evidence-based argument for the power of collaborative communities to improve teaching and learning. 

Carroll, T., Fulton, K., & Doerr, H. (Eds.) (2010). Team up for 21st century teaching and learning: What research and practice reveal about professional learning. Condensed excerpts. Washington, DC: National Commission on Teaching and America’s Future. https://eric.ed.gov/?id=ED512177

 
The Performance Effect of Feedback Frequency and Detail: Evidence from a Field Experiment in Customer Satisfaction

This paper presents the results from a field experiment that examines the effects of nonfinancial performance feedback on the behavior of professionals working for an insurance repair company.

Casas‐Arce, P. A. B. L. O., Lourenço, S. M., & MARTÍNEZ‐JEREZ, F. A. (2017). The performance effect of feedback frequency and detail: Evidence from a field experiment in customer satisfaction. Journal of Accounting Research55(5), 1051-1088.

Using Implementation Intentions to Teach Practitioners: Changing Practice Behaviors via Continuing Education

This study evaluates the effectiveness of implementation on increasing the use of a practice behavior who attended a one-day continuing education class.

Casper, E. (2008). Using implementation intentions to teach practitioners: Changing practice behaviors via continuing education. Psychiatric Services, 59(7), 747-752.

The Long-Term Impacts Of Teachers: Teacher Value-Added And Student Outcomes In Adulthood

This paper examines the issue of efficacy of value-added measures in evaluating teachers. This question is important in understanding whether value-added analysis provides unbiased estimates of teachers’ impact on student achievement and whether these teachers improve long-term student outcomes.

Chetty, R., Friedman, J. N., & Rockoff, J. E. (2011). The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood (No. w17699). National Bureau of Economic Research.

Early career teacher attrition: Intentions of teachers beginning

This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual and contextual factors.

Clandinin, D. J., Long, J., Schaefer, L., Downey, C. A., Steeves, P., Pinnegar, E., ... & Wnuk, S. (2015). Early career teacher attrition: Intentions of teachers beginning. Teaching Education26(1), 1-16.

Teacher Coaching Overview

The purpose of this overview is to provide information about teacher coaching as it is used in schools, the research that examines this practice as a method of teacher professional development, and its impact on student outcomes.

Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-teacher-coaching.

Overview of Teacher Evaluation.

The purpose of this overview is to provide an understanding of the research base on professional development and its impact on student achievement, as well as offer recommendations for future teacher professional development.

Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-in-service

Teacher Professional Development

The purpose of this overview is to provide an understanding of the research base on professional development and its impact on student achievement, as well as offer recommendations for future teacher professional development.

Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Professional Development (Inservice). Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-in-service.

Research on Methods Courses and Field Experiences

This chapter from "Studying Teacher Education"  focus on the research procedures and the impact claims of researchers who study the complex phenomenon commonly labeled as a methods course or a teacher-
education-related field experience in a school or community. 

Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. Studying teacher education: The report of the AERA panel on research and teacher education309424.

Title II, Part A: Don’t scrap it, don’t dilute it, fix it

Congress should redefine “professional development” and reengineer Title IIA to focus strictly on continuous performance improvement—of people and organizations—while keeping implementation flexible. A new Title IIA would make certain that state, district, and school leaders have the capacity required to manage professional development activities and resources more effectively to achieve Title II’s vital student achievement goals.

Coggshall, J. G. (2015). II, Part A: Don't Scrap It, Don't Dilute It, Fix It. Education Policy Center at American Institutes for Research.

Teacher coaching in a simulated environment

This article evaluates whether providing coaching between practice sessions in teacher education courses leads to more rapid development of skills and changes in teachers’ beliefs about student behavior, using mixed-reality simulations as a practice space and standardized assessment platform. We randomly assigned 105 prospective teachers to different coaching conditions between simulation sessions integrated into a teacher preparation program.

Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational Evaluation and Policy Analysis42(2), 208-231.

Examining high quality online teacher professional development: Teachers’ voices.

This study aimed to look into this by asking, “Which features of high quality online professional development were noted by participating educators in a statewide online teacher professional development program?” A survey was used to collect educators’ voices in this FIP professional development (PD) program.

Collins, L. J., & Liang, X. (2015). Examining high quality online teacher professional development: Teachers’ voices. International Journal of Teacher Leadership, 6(1), 18–34. https://files.eric.ed.gov/fulltext/EJ1137401.pdf

 
“I don’t have enough time”—Teachers’ interpretations of time as a key to learning and school change

This study investigated inner-city middle school teachers' perceptions of the importance of time in learning and sharing information. The survey identified ways that teachers shared what they had learned and discussed factors that helped or hindered them in sharing. Teacher interviews examined: knowledge, skills, and insights gained by participating in the EELC.

Collinson, V., & Fedoruk Cook, T. (2001). “I don’t have enough time”—Teachers’ interpretations of time as a key to learning and school change. Journal of Educational Administration39(3), 266–281.

Enhancing Professional Practice: A Framework for Teaching

The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework defines four levels of performance--Unsatisfactory, Basic, Proficient, and Distinguished--for each element, providing a valuable tool that all teachers can use.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD.

Constructing 21st-century teacher education

Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs.

Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of teacher education57(3), 300-314.

Teacher preparation is essential to TFA’s future

Teachers go into debt to enter a career that pays noticeably less than their alternatives—especially if they work in high-poverty schools— and reach the profession through a smorgasbord of training options, from excellent to awful, often followed by little mentoring or help. As a result, while some teachers are well prepared, many students in needy schools experience a revolving door of inexperienced and underprepared teachers.

Darling-Hammond, L. (2011). Teacher preparation is essential to TFA’s future. Education Week30(24), 25-26.

Research Review / Teacher Learning: What Matters?

Research shows how schools can create more powerful professional development experiences.

Darling-Hammond, L., & Richardson, N. (2009). Research review. Teacher learning: What matters? How Teachers Learn, 66(5), 46–53. http://outlier.uchicago.edu/computerscience/OS4CS/landscapestudy/resources/Darling-Hammond-and-Richardson-2009.pdf

 
Effective teacher development.

This paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. 

 

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher development. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf

 
Going Virtual! 2010: The status of professional development and unique needs of K–12 online teachers.

Going Virtual! 2010 is a follow-up report to the Going Virtual! Research series started in 2007. The purpose of the series is to describe current trends on the status of professional development for K-12 online teachers, as well as identify the unique needs and challenges faced by these instructors.

Dawley, L., Rice, K., & Hinck, G. (2010). Going Virtual! 2010: The status of professional development and unique needs of K–12 online teachers. Boise, ID: Boise State University. https://aurora-institute.org/wp-content/uploads/goingvirtual3.pdf

 
Professional development for K–12 online teachers.

This chapter provides a survey of what is known about professional development for both brick and mortar and online teachers and uses this knowledge as a springboard to suggest policy and research implication of professional development and K-12 online teacher. 

Dawson, K., & Dana, N. F. (2018b). Professional development for K–12 online teachers. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K–12 online and blended learning (2nd ed., pp. 247–260). Pittsburgh, PA: Carnegie Mellon University, ETC Press. https://www.academia.edu/37013644/Handbook_of_Research_on_K-12_and_Blending_Learning_Second_Editio.pdf

Effects of externally mediated rewards on intrinsic motivation

Conducted 2 laboratory and 1 field experiment with 24, 24, and 8 undergraduates to investigate the effects of external rewards on intrinsic motivation to perform an activity. In each experiment, Ss performed an activity during 3 different periods, and observations relevant to their motivation were made. External rewards were given to the experimental Ss during the 2nd period only, while the control Ss received no rewards. 

Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18,105–115.

Improving impact studies of teachers’ professional development: Toward better conceptualization and measures.

This article offers ideas to improve the quality of inquiry into teacher learning, one of the most critical targets of education reform. 

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualization and measures. Educational Researcher, 38(3), 181–199.

Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures

The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies.

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher38(3), 181-199.

Best practices in teacher’ professional development in the United States

This paper discusses best practices in teachers’ professional development (PD) in the United States. We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation.

Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher's professional development in the United States.

Best Practices in Teachers’ Professional Development in the United States

This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.).

Desimone, L. M., & Garet, M. S. (2015).Best Practices in Teachers’ Professional Development in the United States. Psychology, Society, and Education, 7(3), 252-263. https://pdfs.semanticscholar.org/31ff/d06b4df5bb399f782d3985f17311d2bc44ae.pdf

Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study

This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ professional development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that professional development focused on specific instructional practices increases teachers’ use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the professional development on teacher’s instruction.

Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational evaluation and policy analysis24(2), 81-112.

Getting beneath the veil of effective schools: Evidence from New York City

This paper examines data on 39 charter schools and correlates these data with school effectiveness. We find that class size, per-pupil expenditure, teacher certification, and teacher training—are not correlated with school effectiveness. In stark contrast, we show that frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations—explains approximately 45 percent of the variation in school effectiveness.

Dobbie, W., & Fryer Jr, R. G. (2013). Getting beneath the veil of effective schools: Evidence from New York City. American Economic Journal: Applied Economics, 5(4), 28-60.

A call to teaching

"But I am addressing my remarks not just to those of you assembled today in this majestic Rotunda but to a generation of college students, professionals rethinking their careers, military veterans, retirees and others who may be thinking of becoming a teacher. Put plain and simple, this country needs an army of great, new teachers—and I can think of no better place to start recruiting them then in Thomas Jefferson's hallowed halls."

Duncan, A. (2009). A call to teaching. Secretary Arne Duncan’s remarks at the Rotunda at the University of Virginia. Washington, DC: U.S. Department of Education.

Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis

This meta-analysis examines the impact of professional development on program quality and educational outcomes for children in early childhood programs. The study attempts to answer three questions: (1) evaluate the impact of in-service programs for early childhood professional development, (2) identify program characteristics that moderate the effects of training on quality of service, and (3) identify the links between in-service training to childhood outcomes. 

Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401-433.

Formal mentoring programs in education and other professions: A review of the literature

This paper draws upon a structured analysis of over 300 research-based papers on mentoring across three discipline areas in an attempt to make more valid inferences about the nature and outcomes of mentoring.

Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational administration quarterly40(4), 518-540.

Exploring the Nature of Implementation of Principal Professional Development Programs: What are Mechanisms for School Change?

This paper explores the implementation of a professional development program (PDP) for school principals. Two methods for measuring fidelity of implementation of the PDP are examined

exploring the nature of implementatiion

Tapping The Potential: Retaining And Developing High-Quality New Teachers

This paper looks at methods to enable teachers to generalize skills taught in pre-service to use in the classroom.

Fallon, D. (2004). Tapping the potential: Retaining and developing high-quality new teachers.

Stand by me: What teachers say about unions, merit pay, and other professional matters

This paper exams teachers' views on unions, tenure, pay-for-performance, alternative certification, and other issues and finds that while most teachers are strong supporters of standards, a sense of vulnerability, along with fears of politics and favoritism, make them loyal to the tenure system, loyal to their unions, and highly skeptical about pay tied to student test scores.

Farkas, S., Johnson, J., & Duffett, A. (2003). Stand by me: What teachers say about unions,

merit pay, and other professional matters. New York: Public Agenda.

Administrator career paths and decision processes: Evidence from Delaware

The purpose of this paper is to present qualitative evidence on the processes and forces that shape school administrator career paths.

Farley-Ripple E. N., Raffel, J. A., & Welch, J. C. (2012). Administrator career paths and decision processes: Evidence from Delaware. Journal of Educational Administration50(6), 788–816.

Mentoring in context: A comparison of two U.S. programs for beginning teachers

In reporting on one aspect of a national center's research on teacher education, this chapter examines two U.S. programs in which experienced teachers are expected to play major roles in the induction and socialization of beginning teachers. By exploring connections between what experienced teachers in the two projects do and the organizational and intellectual contexts within which they work, this analysis demonstrates that the contextual conditions of mentoring can lead to striking differences in the definition and enactment of mentoring roles. 

Feiman-Nemser, S., & Parker, M. B. (1993). Mentoring in context: A comparison of two US programs for beginning teachers. International journal of educational research19(8), 699-718.

A Conceptual Review of Literature on New Teacher Induction.

This paper reports the results of a literature review on the subject of beginning teacher induction, presenting a conceptually oriented discussion of the induction literature.

Feiman-Nemser, S., Schwille, S., Carver, C., & Yusko, B. (1999). A Conceptual Review of Literature on New Teacher Induction.

Coaching middle-level teachers to think aloud improves comprehension instruction and student reading achievement
In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a school-wide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to thinking aloud in which they exposed students to comprehension strategies that they used while reading. 

Fisher, D., Frey, N., & Lapp, D. (2011). Coaching middle-level teachers to think aloud improves comprehension instruction and student reading achievement. The Teacher Educator, 46(3), 231-243.

Comparing the impact of online and face to face professional development in the context of curriculum implementation.

This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. 

Fishman, B., Konstantopoulous, S., Kubitskey, B., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the impact of online and face to face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426–438.

The Effects Of High-Quality Professional Development On Teachers And Students: A Rapid Review and Meta-analysis

The Education Policy Institute and Ambition Institute were commissioned by the Wellcome Trust to examine the costs and benefits of a policy entitling all teachers to thirty-five hours of high-quality professional development every year. This rapid review provides evidence to help model these costs and benefits.

Fletcher-Wood, H., & Zuccollo, J. (2020). The effects of high-quality professional development on teachers and students: A rapid review and meta-analysis. Education Policy Institute.

Research on the effects of coursework in the arts and sciences and the foundation of education.

Teaching methods and field experience courses that focus on teaching make up only a small fraction of the postsecondary coursework required for teachers, especially for prospective secondary teachers. 

Floden, R., & Meniketti, M. (2009). Research on the effects of coursework in the arts and sciences and in the foundations of education. In Studying teacher education (pp. 273-320). Routledge.

Curriculum-based measurement as the emerging alternative: Three decades later

This special issue of Learning Disabilities Research and Practice is dedicated to Dr. Stanley L. Deno. For most of his career, Stan was a Professor of Educational Psychology at the University of Minnesota, where in the mid-1970s, he initiated a systematic program of research on what eventually came to be known as curriculum-based measurement (CBM) Through CBM, Stan’s impact on the field of special education and beyond has been enormous.

Fuchs, L. S. (2017). Curriculum‐based measurement as the emerging alternative: Three decades later. Learning Disabilities Research & Practice.

Moving the learning of teaching closer to practice: Teacher education implications of school-based inquiry teams

A 5-year prospective, quasi-experimental investigation demonstrated that grade-level teams in 9 Title 1 schools using an inquiry-focused protocol to solve instructional problems significantly increased achievement. Teachers applying the inquiry protocol shifted attribution of improved student performance to their teaching rather than external causes.

Gallimore, R., Ermeling, B. A., Saunders, W. M., & Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher education implications of school-based inquiry teams. The elementary school journal109(5), 537-553.

Critical thinking for helping professionals: A skills-based workbook

This workbook provides exercises for improving the decision-making of helping professionals.

Gambrill, E., & Gibbs, L. (2009). Critical thinking for helping professionals: A skills-based workbook. Oxford University Press on Demand. Retrieved from http://books.google.com/books?hl=en&lr=&id=RsITDAAAQBAJ&oi=fnd&pg=PR15&dq=Gambrill+Critical+Thinking&ots=MREzsHeI5n&sig=L5KzgI1WBdNU2O3n9tlu2e18sF4

Strategies for Effective Classroom Coaching

This article aimed to present frameworks and practices coaches can use with classroom teachers to facilitate the implementation of evidence-based interventions in schools.

Garbacz, S. A., Lannie, A. L., Jeffrey-Pearsall, J. L., & Truckenmiller, A. J. (2015). Strategies for effective classroom coaching. Preventing School Failure: Alternative Education for Children and Youth59(4), 263-273.

The role of early career supports, continuous professional development, and learning communities in the teacher shortage

What we can do to support teachers: We must improve both the types and the usefulness of the professional supports offered and ensure that teachers have the resources needed to access those opportunities. Strengthening the system of supports includes increasing teachers' influence over their day-to-day work and developing cultures of learning.

García, E., & Weiss, E. (2019). The Role of Early Career Supports, Continuous Professional Development, and Learning Communities in the Teacher Shortage. The Fifth Report in 'The Perfect Storm in the Teacher Labor Market' Series. Economic Policy Institute.

What makes professional development effective? Results from a national sample of teachers.

This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning.

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. http://www.artsintegrationpd.org/wp-content/uploads/2017/07/What-makes-PD-effective-Garet_et_al.pdf

Redefining Accountability to Treat Teachers and Leaders Like the Professionals They Are

The Every Student Succeeds Act creates opportunities for policymakers to re-imagine accountability in schools—and not only by incorporating additional measures of student success into outcome-based accountability regimes.

Gill, B. (2017). Redefining Accountability to Treat Teachers and Leaders Like the Professionals They Are. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2017/04/13/redefining-accountability-to-treat-teachers-and-leaders-like-the-professionals-they-are/

Chock Full of Data: How School Districts Are Building Leader Tracking Systems to Support Principal Pipelines. Stories from the Field

This Story From the Field examines how Denver and five other school districts have constructed and are using these systems as they seek to better train, hire and support school principals.

Gill, J. (2016). Chock Full of Data: How School Districts Are Building Leader Tracking Systems to Support Principal Pipelines. Stories from the Field. Wallace Foundation.

Impacts of comprehensive teacher induction: Results from the frst year of a randomized controlled study

The study examines whether comprehensive teacher induction programs lead to higher teacher retention rates and other positive teacher and student outcomes as compared to prevailing, generally less comprehensive approaches to supporting new teachers

Glazerman, S., Dolfin, S., Bleeker, M., Johnson, A., Isenberg, E., Lugo-Gil, J., ... & Ali, M. (2008). Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034. National Center for Education Evaluation and Regional Assistance.

Impacts of comprehensive teacher induction: Final results from a randomized controlled study

To evaluate the impact of comprehensive teacher induction relative to the usual induction support, the authors conducted a randomized experiment in a set of districts that were not already implementing comprehensive induction.

Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider, M., & Jacobus, M. (2010). Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study. NCEE 2010-4027. National Center for Education Evaluation and Regional Assistance.

Can teacher quality be effectively assessed?

In this paper, we describe the results of the first large-scale study, based on a unique data set from North Carolina, assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary level student achievement

Goldhaber, D., & Anthony, E. (2004). Can teacher quality be effectively assessed? Seattle, WA: Center on Reinventing Public Education, Daniel J. Evans School of Public Affairs, University of Washington. https://m.cedr.us/papers/value/2007-Can%20Teacher%20Quality.pdf

Creating a new teacher profession

Considering that having a quality teacher is the foremost in-school predictor of students' success, ensuring teacher excellence is vital to the nation's educational system. In "Creating a New Teaching Profession," diverse scholars assess the state of human capital development in the teaching profession today and how to progress.

Goldhaber, D., & Hannaway, J. (2009). Creating a New Teaching Profession. Urban Institute Press. 2100 M Street NW, Washington, DC 20037.

Teacher career paths, teacher quality, and persistence in the classroom: Are public schools keeping their best?

In this paper we examine the mobility of early-career teachers of varying quality, measured using value-added estimates of teacher performance.

Goldhaber, D., Gross, B., & Player, D. (2011). Teacher career paths, teacher quality, and persistence in the classroom: Are public schools keeping their best?. Journal of Policy Analysis and Management30(1), 57-87.

Making the most of student teaching: The importance of mentors and scope for change.

A growing literature documents the importance of student teaching placements for teacher development. Emerging evidence from this literature highlights the importance of the mentor teacher who supervises this placement, as teachers tend to be more effective when they student teach with a mentor who is a more effective teacher.

Goldhaber, D., Krieg, J., Naito, N., & Theobald, R. (2020). Making the most of student teaching: The importance of mentors and scope for change. Education Finance and Policy15(3), 581-591.

Review of state policies on teacher induction.

New teachers have unique needs as they enter the classroom. Ensuring that they have high-quality support allows them to become effective teachers faster and builds their confidence to stay longer in the profession.

Goldrick, L., Osta, D., Barlin, D., & Burn, J. (2012). Review of state policies on teacher induction.

Principals Younger and Freer, but Raise Doubts in the Schools

An analysis by The New York Times of the city’s signature report-card system shows that schools run by graduates of the celebrated New York City Leadership Academy — which the mayor created and helped raise more than $80 million for — have not done as well as those led by experienced principals or new principals who came through traditional routes.

Gootman, E., Gebeloff, R. (2009). Principals Younger and Freer, but Raise Doubts in the Schools. The New York Times. Retrieved from https://www.nytimes.com/2009/05/26/nyregion/26principals.html

Effects of professional development on the quality of teaching: Results from a randomized control trial of Quality Teaching Rounds

Robust evidence of the effectiveness of professional development for teachers is limited. This study tested a pedagogy-based, collaborative PD approach for impact on the quality of teaching. This study illuminates how to support teacher learning for measurable positive impacts on teaching quality and teacher morale.

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and teacher education68, 99-113.

Toward a theory of teacher community.

The authors use their experience with a professional development project to propose a model of teacher community in the workplace. They describe a project that brought together 22 English and social studies teachers (and a special education and ESL teacher) from an urban high school over a period of 2 1/2 years.

Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942–1012. https://stacks.stanford.edu/file/druid:ch289xy7677/Grossman-Wineburg-Woolworth.pdf

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.

Guskey, T. R., & Yoon, K. S.(2009). What works in professional development? Phi Delta Kappan.doi: 10.1177003172170909000709.

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.

Guskey, T. R., & Yoon, K. S.(2009). What works in professional development? Phi Delta Kappan.doi: 10.1177003172170909000709.

What does the research say on professional development, anyway?

Over the last two years, we’ve looked at the existing research and policy guidance on teacher development, with a critical eye to help us better understand what we already know. We’ve noticed that the common threads running through many previous studies, reports and commentaries on teacher development—once you dig into footnotes and peel back the compelling prose—are logical, practical ideas grounded in a selective review of the evidence base. 

Hasoitis, D. (2015, July 28). What does the research say on professional development, anyway? TNTP Blog.

America's teachers: Profile of a profession, 1993–94

This report presents national data on teachers and teaching from the Schools and Staffing
Survey (SASS) and other sources. Where data permit, the report compares findings from the
early to mid-1990s with findings from the 1980s.

Henke, R. R. (1997). America's teachers: Profile of a profession, 1993-94 (Vol. 22). US Department of Education, Office of Educational Research and Improvement.

Trends in Public and Private School Principal Demographics and Qualifications: 1987 - 88 to 2011 - 12

This report provides descriptive information on traditional public, charter, and private school principals over the period of 1987-88 through 2011-12. It includes comparative data on number of principals, gender, race/ethnicity, age, advance degrees, principal experience, teaching experience, salaries, hours worked, focus of work, experience and tenure at current schools, etc.

Hill, J., Ottem, R., & DeRoche, J. (2016). Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12. Stats in Brief. NCES 2016-189. National Center for Education Statistics.

Global blended learning practices for teaching and learning, leadership and professional development.

This study will discuss a guiding definition for blended learning, benefits, team support, policy, management issues, rationale for expansion, professional development, purchasing, funding, evaluation, and lenses of the future and implications.

Hilliard, A. T. (2015). Global blended learning practices for teaching and learning, leadership and professional development. Journal of International Education Research11(3), 179–188. https://files.eric.ed.gov/fulltext/EJ1070786.pdf

A New Definition

NSDC opens the door to professional learning that ensures great teaching for every student every day

Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10–16.

Promoting a self-sustaining learning community: Investigating an internal model for teacher development

The authors report an investigation of a five-step structured study-group approach to promoting a self-sustaining learning community that supports teachers in developing the ‘habits of mind’ necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. 

Hollins, E. R., McIntyre, L. R., DeBose, C., Hollins, K. S., & Towner, A. (2004). Promoting a self-sustaining learning community: Investigating an internal model for teacher development. International Journal of Qualitative Studies in Education, 17(2), 247–264.

 
Professional learning communities: Communities of continuous inquiry and improvement.

This paper defines and describes what is meant by "professional learning community"; describes what happens when a school staff studies, works, plans, and takes action collectively on behalf of increased learning for students; and discusses what is known about creating such communities of professionals in schools.

Hord, S. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory. https://files.eric.ed.gov/fulltext/ED410659.pdf

Defining the meaning of teacher success in Hong Kong.

This study have sought to investigate teacher success in Hong Kong. The study aims to achieve the following objectives: to acquire an initial understanding of how Hong Kong teachers conceptualize teacher success, to identify the factors hindering teacher success; to study the relationship between professional development and teacher success.

Hung, C. M., Oi, A. K., Chee, P. K., & Man, C. L. (2007). Defining the meaning of teacher success in Hong Kong. In Handbook of teacher education (pp. 415-432). Springer, Dordrecht.

The impact of mentoring on teacher retention: What the research says

This review critically examines 15 empirical studies, conducted since the mid 1980s, on the effects of support, guidance, and orientation programs— collectively known as induction — for beginning teachers.

Ingersoll, R., & Kralik, J. M. (2004). The impact of mentoring on teacher retention: What the research says. GSE Publications, 127.

Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study. NCEE 2009-4072.

This research evaluated the impact of structured and intensive teacher induction programs over a three-year time period, beginning when teachers first enter the teaching profession. The current report presents findings from the second year of the evaluation and a future report will present findings from the third and final year.

Isenberg, E., Glazerman, S., Bleeker, M., Johnson, A., Lugo-Gil, J., Grider, M., ... & Britton, E. (2009). Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study. NCEE 2009-4072. National Center for Education Evaluation and Regional Assistance.

Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students.

Improving the use of evidence in teacher preparation is one of the greatest challenges and
opportunities for our field. The chapters in this volume explore how data availability, quality,
and use within and across preparation programs shed light on the structures, policies, and
practices associated with high-quality teacher preparation.

Jackson, C., Carinci, J. E., & Meyer, S. J. (2020). SUPPORTING THE USE OF EVIDENCE IN TEACHER PREPARATION. Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students, 237.

Four Domains for Rapid School Improvement: An Implementation Framework. The Center on School Turnaround.

This paper describes “how” to effectively implement lasting school improvement initiatives that maximize leadership, develop talent, amplify instructional transformation, and shift the culture.

Jackson, K., R., Fixsen, D., and Ward, C. (2018). Four Domains for Rapid School Improvement: An Implementation Framework. The Center on School Turnaround.

The mirage: Confronting the hard truth about our quest for teacher development

This piece describes the widely held perception among education leaders that we already  know how to help teachers improve, and that we could achieve our goal of great teaching in far more classrooms if we just applied what we know more widely. 

Jacob, A., & McGovern, K. (2015). The mirage: Confronting the hard truth about our quest for teacher development. Brooklyn, NY: TNTP. https://tntp.org/assets/documents/TNTP-Mirage_2015.pdf.

 

Branding educational data use through professional learning: Findings from a study in three school districts

In order to learn more about how school districts support educator data use, we examined the intersection of data use and professional learning in three school districts. We found that a chasm exists in how educators frame―data use, with some framing data use as a student-oriented improvement process, and others framing it as a mere exercise in the accountability of teacher programs.

Jimerson, J. B., & Wayman, J. C. (2012, April). Branding educational data use through professional learning: Findings from a study in three school districts. In Annual Meeting of the American Educational Research Association, Vancouver, British Columbia.

Pursuing a “sense of success”: New teachers explain their career decisions.

This article reports on a longitudinal study designed to explore these questions. In 1999, researchers from The Project on the Next Generation of Teachers selected and interviewed a diverse group of 50 new teachers in the Massachusetts public schools.

Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal40(3), 581-617.

How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement.

the authors build on this body of work by further examining how working conditions predict both teachers‘ job satisfaction and their career plans.

Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record114(10), 1-39.

Student Achievement through Staff Development

This book provides research as well as case studies of successful professional development strategies and practices for educators.

Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. ASCD.

Science and the Education of Teachers

This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.

Kauffman, J. M. (2012). Science and the Education of Teachers. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 47-64). Oakland, CA: The Wing Institute.

Use of Behavioral Skills Training with Teachers: A Systematic Review

Public school teachers often receive training in a professional development seminar or workshop format. These formats may be ineffective for teaching specific skills intended to be used in the classroom due to lack of practice opportunities.

Kirkpatrick, M., Akers, J., & Rivera, G. (2019). Use of behavioral skills training with teachers: A systematic review. Journal of Behavioral Education28(3), 344-361.

Assessing the cost of instructional coaching.

this study presents and apply a framework for measuring the cost of coaching programs to 3 schools. Then the study discusses strategies for reducing the average cost of instructional coaching. 

Knight, D. S. (2012). Assessing the cost of instructional coaching. Journal of Education Finance, 52-80.

Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development.

Schools devote substantial resources to teacher professional development each year. Yet studies show much of this investment is directed toward ineffective short-term workshops that have little impact on instructional change or student outcomes. At the same time, more intensive job-embedded forms of professional learning, such as instructional coaching, require substantially more resources than traditional professional development.

Knight, D. S., & Skrtic, T. M. (2021). Cost-effectiveness of instructional coaching: Implementing a design-based, continuous improvement model to advance teacher professional development. Journal of School Leadership31(4), 318-342.

Focus on teaching: Using video for high-impact instruction

This book examines the use of video recording to to improve teacher performance. The book shows how every classroom can easily benefit from setting up a camera and hitting “record”.  

Knight, J. (2013). Focus on teaching: Using video for high-impact instruction. (Pages 8-14). Thousand Oaks, CA: Corwin.

What happens when teachers design educational technology? The development of technological pedagogical content knowledge.

The authors introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology and argue for the role of authentic design-based activities in the development of this knowledge.

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2) 131–152. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.983.6956&rep=rep1&type=pdf

The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence

This study review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement.

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research88(4), 547-588.

The effect of teacher coaching on instruction and achievement: A meta-analysis of the casual evidence

Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement.

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of educational research88(4), 547-588.

Using Coaching to improve the Fidelity of Evidence-Based Practices: A Review of Studies

The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices.

Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education33(4), 279-299.

Using in-service and coaching to increase teachers’ accurate use of research-based strategies

This study examined the effects of in-service plus follow-up coaching on first grade teachers’ accurate delivery of three research-based strategies during math instruction.

Kretlow, A. G., Cooke, N. L., & Wood, C. L. (2012). Using in-service and coaching to increase teachers’ accurate use of research-based strategies. Remedial and Special Education33(6), 348-361.

Using in-service and coaching to increase kindergarten teachers’ accurate delivery of group instructional units.

This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math.

Kretlow, A. G., Wood, C. L., & Cooke, N. L. (2011). Using in-service and coaching to increase kindergarten teachers’ accurate delivery of group instructional units. The Journal of Special Education44(4), 234-246.

What matters for elementary literacy coaching? Guiding principles for instructional improvement and student achievement

The seven guiding principles in this manuscript offer research-based directions for literacy coaching.

L’Allier, S., Elish-Piper, L., & Bean, R. M. (2011). What matters for elementary literacy coaching? Guiding principles for instructional improvement and student achievement. The Reading Teacher, 63,544-554. doi: 10.1598/RT.63.7.2

The differences between hard and soft skills and their relative impact on training transfer

This article discusses differences that are hypothesized to exist between hard‐ (technical) and soft‐ (intrapersonal and interpersonal) skills training that we believe impact the degree of training transfer achieved. 

Laker, D. R., & Powell, J. L. (2011). The differences between hard and soft skills and their relative impact on training transfer. Human Resource Development Quarterly22(1), 111-122.

Increasing Teachers’ Use of Behavior-Specific Praise with the Teacher vs. Student Game.

This study examines the impact of a Teacher Versus Student Game, a program that is based upon The Good Behavior Game (GBG). This paper found that the game increased teachers rates of praise; however, the teachers gradually decreased their use of BSP over time.

 

Lastrapes, R. E., Fritz, J. N., and Hasson, R. C., (2019). Increasing Teachers’ Use of Behavior-Specific Praise with the Teacher vs. Student Game. Retrieved from Researchgate: https://www.researchgate.net/publication/331178227_Increasing_Teachers%27_Use_of_Behavior-Specific_Praise_with_the_Teacher_vs_Student_Game

 

The missing link in school reform.

In trying to improve American public schools, educators, policymakers, and philanthropists are overselling the role of the highly skilled individual teacher and undervaluing the benefits that come from teacher collaborations that strengthen skills, competence, and a school’s overall social capital.

Leana, C. (2011). The missing link in school reform. Stanford Social Innovation Review.https://ssir.org/articles/entry/the_missing_link_in_school_reform

 
Social capital and organizational performance: Evidence from urban public schools

In this paper we examine social capital and its relationship with performance at the organizational level.

Leana, C., & Pil, F. (2006). Social capital and organizational performance: Evidence from urban public schools. Organization Science, 17(3), 353–366.

 
Principal leadership and school capacity effects on teacher learning in Hong Kong

The purpose of this paper is to examine relationships between principal leadership, dimensions of school capacity, and teacher professional learning in 32 Hong Kong primary schools.

Li, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management30(1), 76-100.

Inside teacher community: Representations of classroom practice.

This paper draws on intensive case studies of teacher knowledge, practice, and learning among teachers of mathematics and English in two high schools to take up the problem of how classroom teaching practice comes to be known, shared, and developed among teachers through their out-of-classroom interactions.

Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913–945. 

 
Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development

Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last.

Liu, S., & Phelps, G. (2020). Does teacher learning last? Understanding how much teachers retain their knowledge after professional development. Journal of Teacher Education71(5), 537-550.

Being a “professional” primary school teacher at the beginning of the 21st century: A comparative analysis of primary teacher professionalism in New Zealand and England

This article analyses findings from two studies conducted collaboratively across two educational settings, New Zealand and England, in 2001–2002. These studies examined the impact of national educational policy reforms on the nature of primary teachers’ work and sense of their own professionalism and compared these impacts across the two countries.

Locke, T., Vulliamy, G., Webb, R., & Hill, M. (2005). Being a ‘professional’primary school teacher at the beginning of the 21st century: A comparative analysis of primary teacher professionalism in New Zealand and England. Journal of education policy20(5), 555-581.

Effective schools: Teacher hiring, assignment, development, and retention

In this paper, the authors use value-added methods to examine the relationship between a school’s effectiveness and the recruitment, assignment, development and retention of its teachers.

Loeb, S., Béteille, T., & Kalogrides, D. (2012). Effective schools: Teacher hiring, assignment, development, and retention. Education Finance and Policy7(3), 269–304.

Professional communities and student achievement: A meta-analysis

In the past 3 decades, the concept of professional community has gained considerable
momentum in the theoretical and empirical studies in this field. At the same time, the concept
has faced conceptual and methodological difficulties in that as yet no universal definition
has been formulated and that its operationalization differs in the various empirical studies
conducted on the subject.

Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement–a meta-analysis. School effectiveness and school improvement22(2), 121-148.

Teachers’ professional community in restructuring schools.

This paper reports findings of a study that is grounded in the assumption that the ways in which teachers interact outside their classrooms may be critical to the future of school restructuring and the effects of restructuring on students.

Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757–798. https://files.eric.ed.gov/fulltext/ED381871.pdf

Strong teams, strong results: Formative assessment helps teacher teams strengthen equity

Sitting in our schools right now is one of the most powerful levers we have for deepening equity: teacher teams focused on developing collective expertise in high-leverage, equity promoting practices. One conversation at a time, teams like the one in the vignette above, a composite of teams we have observed over time, chip away at low expectations, racism, and cultural biases that have marginalized special education students, English language learners, students of color, and others who have not traditionally been served well by schools.

Love, N., & Crowell, M. (2018). Strong teams, strong results. The Learning Professional39(5), 34-39.

Comprehensive Teacher Induction: What We Know, Don't Know, and Need to Know Soon

This paper examines teacher induction through the lens of scientific evidence.

Maheady, L., & Jabot, M. (2012). Comprehensive Teacher Induction: What We Know, Don’t Know, and Must Learn Soon! In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 65-89). Oakland, CA: The Wing Institute.

An early field-based experience and its effects on pre-service teachers’ practice and student learning

Teacher educators are under increasing pressure to show that preparation programs meaningfully impact instruction among pre-service teachers, who are then influential in student learning. This external pressure is challenging for teacher educators. We present an early field-based course and applied teaching project to examine teaching practices and pupil outcomes.

Maheady, L., Jabot, M., Rey, J., & Michielli-Pendl, J. (2007). An early field-based experience and its impact on pre-service candidates' teaching practice and their pupils' outcomes. Teacher Education and Special Education30(1), 24-33.

Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance

This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management. 

Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational evaluation and policy analysis19(3), 245-275.

Effective supervision: Supporting the art and science of teaching

The authors show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. 

Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Ascd.

An interactive planning guide for distributed leadership

The goal of the Massachusetts Educator Evaluation Framework is to support student learning by providing educators with enhanced opportunities for professional growth and feedback for improvement. Distributing leadership is a key strategy to ensure the provision of high quality feedback.

Massachusetts Department of Elementary and Secondary Education. (n.d.). An interactive planning guide for distributed leadership.

The effect of content-focused coaching on the quality of classroom text discussions

This study examines the effect of a comprehensive literacy-coaching program focused on enacting a discussion-based approach to reading comprehension instruction (content-focused coaching [CFC]) on the quality of classroom text discussions over 2 years.

Matsumura, L. C., Garnier, H.E., Spybrook, J. (2012). The effect of content-focused coaching on the quality of classroom text discussions. Journal of Teacher Education, 63,214-228.

Principals in the Pipeline

This paper describe four essential elements of effective principals: principal standards, high-quality training, selective hiring, and a combination of solid on-the-job support and performance evaluation, especially for new hires.

Mendels, P. (2012). Principals in the pipeline. The Learning Professional33(3), 48.

Early intervention in reading: From research to practice

This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented. 

Menzies, H. M, Mahdavi, J. N., & Lewis, J. L. (2008). Early intervention in reading: From research to practice. Remedial and Special Education, 29(2), 67-77.

Why Professional Development Matters

Th is publication is an eff ort to answer basic questions and to inform and engage more people in strengthening the quality and improving the results of professional development.

Mizell, H. (2010). Why professional development matters. Oxford, OH: Learning Forward. https://learningforward.org/wp-content/uploads/2017/08/professional-development-matters.pdf

 
Ending isolation: The payoff of teacher teams in successful high-poverty urban schools

Many urban schools today look to instructional teams as a means to decrease professional isolation, promote teachers' ongoing development, and substantially reduce well-documented variation in teachers' effectiveness across classrooms. Recent research finds that teams can contribute to teachers' development and increased student achievement.

Moore Johnson, S., Reinhorn, S., & Simon, N. (2018). Ending isolation: The payoff of teacher teams in successful high-poverty urban schools. Teachers College Record120(5), 1-46.

Working with student teachers: Getting and giving the best

Supervising student teachers effectively assures that vital professional experience will be of maximum benefit to the pre-service teacher. Mentor teachers and university faculty who work with student teachers need specific training to make the experience rewarding, while the student teacher requires specific information for professional success. 

Morehead, M. A., Lyman, L., & Foyle, H. C. (2009). Working with student teachers: Getting and giving the best. Rowman & Littlefield.

Professional standards for educational leaders

This book introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one.

Murphy, J. F. (2016). Professional standards for educational leaders: The empirical, moral, and experiential foundations. Corwin Press.

Enhancing professional development for teachers: Potential uses of information technology. Report of a Workshop.

The book recommends that federal and state policy makers take on the responsibility of promoting equal access to technology while the federal government and foundations play an important role by supporting the development, evaluation, and revision of OTPD.

National Research Council. (2007). Enhancing professional development for teachers: Potential uses of information technology. Report of a Workshop. Committee on Enhancing Professional Development for Teachers, National Academies Teacher Advisory Council. Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press. https://www.nap.edu/read/11995/chapter/1 

Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching

This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. 

Neuman, S. B., & Wright, T. S. (2010). Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching. Elementary School Journal, 11,63-86. No Child Left Behind Act of 2001, P.L. 107-110, 20 U.S.C. § 6319 (2002).

Counting the cost: A commitment to educational equity that yields results.

NTC's most recent report explores: 1) The impact on teacher retention rates, 2) Expected months of additional learning for students and potential of lifetime earnings, 3) Districts' expected savings on this investment. 4) Long-term economic impact of students and in their communities.

New Teacher Center (2019). Counting the cost: A commitment to educational equity that yields results. Santa Cruz, CA: Author. https://info.newteachercenter.org/Counting-the-Cost

 
Novice teacher perceptions of the soft skills needed in today’s workplace

Soft skills complement hard skills and have a significant impact on the ability of teachers to do their job and on their employability. Soft skill components acquired by future holistic human capital are communicative skills, critical thinking and problem solving skills, team work skill, life-long learning and management of information, entrepreneurship skill, ethics, moral and professional skill, and leadership skill.

Ngang, T. K., Hashim, N. H., & Yunus, H. M. (2015). Novice Teacher Perceptions of the Soft Skills Needed in Today's Workplace. Procedia-Social and Behavioral Sciences177, 284-288.

No Child Left Behind Act of 2001

No Child Left Behind Act of 2001 ESEA Reauthorization

No child left behind act of 2001. Publ. L, 107-110. (2002)

The tie that binds: Evidence-based practice, implementation science, and outcomes for children.

In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through “enlightened professional development” are proposed.

Odom, S. L. (2009). The tie that binds: Evidence-based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education29(1), 53-61.

Meeting the highly qualifed teachers challenge: The secretary’s annual report on teacher quality.

Under the 1998 reauthorization of Title II of the Higher Education Act, the secretary of education is required to issue annual reports to Congress on the state of teacher quality nationwide. "Meeting the Highly Qualified Teachers Challenge" is the inaugural report on this important issue.

Paige, R. (2002). Meeting the Highly Qualified Teachers Challenge: The Secretary's Annual Report on Teacher Quality. US Department of Education.

What to Make of Declining Enrollment in Teacher Preparation Programs

This policy report provides a look at the decline in the enrollment of American teacher preparation programs, along with potential consequences for schools and the student they serve. 

Partelow, L. (2019). What to Make of Declining Enrollment in Teacher Preparation Programs. Center for American Progress. https://www.americanprogress.org/issues/education-k-12/reports/2019/12/03/477311/make-declining-enrollment-teacher-preparation-programs/

Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision

This article focuses on the response of one urban middle school to a major school reform initiative.

Phillips, J. (2003). Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision, 18(3), 240–258.

The influence of salary in attracting and retaining school leaders.

This article examines the salary trajectory of teachers as they move up the career ladder into leadership positions.

Pijanowski, J. C., & Brady, K. P. (2009). The influence of salary in attracting and retaining school leaders. Education and Urban Society42(1), 25–41.

Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers.

This study examined the influence of three year-long cohorts of elementary school teachers' participating in a learner-centered mathematics professional development program.

Polly, D., McGee, J., Wang, C., Martin, C., Lambert, R., & Pugalee, D. K. (2015). Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers. International Journal of Educational Research, 72, 26–37. https://www.sciencedirect.com/science/article/pii/S0883035515000282

2020 Teacher Prep Review: Clinical Practice and Classroom Management

While teachers continue to learn and grow as they gain experience, the foundation for their skills is provided by their initial teacher education program. And of all the parts of teacher education, none is more important than clinical practice. In general, the field of education has long recognized and championed the importance of practice.

Pomerance, L., & Walsh, K. (2020). 2020 Teacher Prep Review: Clinical Practice & Classroom Management. National Council on Teacher Quality.

Effects of an early literacy professional development intervention on Head Start teachers and children

Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. 

Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. J. (2010). Effects of an early literacy professional development intervention on Head Start teachers and children. Journal of Educational Psychology, 102, 299-312.

Professional growth and support through peer coaching

Describes a Sonoma County (California) school district's peer coaching program designed to meet the needs of new, probationary, and experienced teachers. The program succeeded because participation was voluntary, the training empowered teachers and improved their coaching skills, and teachers continued to meet as a group and learn from each other.

Raney, P., & Robbins, P. (1989). Professional growth and support through peer coaching. Educational Leadership, 35(6), 35-38.

Career paths of beginning school teachers: Results for the first through fifth waves of the 2007–08 Beginning Teacher Longitudinal Study

This report examines the career paths of beginning public school teachers and how these career paths vary by characteristics during the teachers' first year of teaching and most recent year of teaching. 

Raue, K., & Gray, L. (2015). Career Paths of Beginning Public School Teachers: Results from the First through Fifth Waves of the 2007-08 Beginning Teacher Longitudinal Study. Stats in Brief. NCES 2015-196. National Center for Education Statistics.

The Mega System: Deciding. Learning. Connecting

The term “mega system” derives from a field research project at the Laboratory for Student Success at Temple University that studied comprehensive school reform. Comprehensive school reform moves a whole school forward by dramatically changing the way it operates.

Redding, S. (2006). The mega system: Deciding. learning. connecting. Academic Development Institute.

Using Coaching to Support Teacher Implementation of Classroom-based Interventions.

This study evaluted the impact of coaching on the implementation of an intervention.  Coaching with higher rates of performance feedback resulted in the highest level of treatment integrity.

Reinke, W., Stormont, M., Herman, K., & Newcomer, L. (2014). Using Coaching to Support Teacher Implementation of Classroom-based Interventions. Journal of Behavioral Education, 23(1), 150-167.

Review of research on the impact of beginning teacher induction on teacher quality and retention.

The objective in this review was to summarize and critique empirical research on the impact of beginning teacher induction on teacher retention and teacher quality (particularly studies in which teacher effectiveness was evaluated by using student achievement measures).

Rogers, M., Lopez, A., Lash, A., Schaffner, M., Shields, P., & Wagner, M. (2004). Review of research on the impact of beginning teacher induction on teacher quality and retention.

Growing Great Teachers: How School System Leaders Can Use Existing Resources to Better Develop, Support, and Retain New Teachers--and Improve Student Outcomes

The authors use research-based "impact modeling" to show how a strategic approach to recruiting and supporting rookie teachers could yield as much as 4.2 extra months of student learning. We provide 5 recommendations for school systems to leverage their investment in structures that provide rookie teachers with both shelter and development.

Rosenberg, D., & Miles, K.H. (2018). Growing Great Teachers: How School System Leaders Can Use Existing Resources to Better Develop, Support, and Retain New Teachers--and Improve Student Outcomes. Retrieved from https://files.eric.ed.gov/fulltext/ED593368.pdf

Teacher professional development by selected teacher and school characteristics: 2011–2012

This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011-12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire. This report relies on data provided by public school teachers about their professional development activities during the 2011-12 school year.

Rotermund, S., DeRoche, J., & Ottem, R. (2017). Teacher Professional Development by Selected Teacher and School Characteristics: 2011-12. Stats in Brief. NCES 2017-200. National Center for Education Statistics.

Teacher professional development by selected teacher and school characteristics

This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011-12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire.

Rotermund, S., DeRoche, J., & Ottem, R. (2017). Teacher professional development by selected teacher and school characteristics, 2011–12 (NCES 2017-200). Stats in Brief. Washington, DC: National Center for Education Statistics, U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED573871.pdf

A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism

Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. 

Ruble, L. A., McGrew, J. H., Toland, M. D., Dalrymple, N. J., & Jung, L. (2013). A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism. Journal of Consulting and Clinical Psychology, 81, 566-572.

Professional development for cognitive reading strategy instruction

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. 

Sailors, M., & Price, L. (2010). Professional development for cognitive reading strategy instruction. Elementary School Journal, 110,301-323.

 

Professional development that supports the teaching of cognitive reading strategy instruction

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. This study demonstrates the potential of coaching as a viable model of the professional development of reading teachers.

Sailors, M., & Price, L. R. (2010). Professional development that supports the teaching of cognitive reading strategy instruction. The elementary school Journal110(3), 301-322.

Improving teachers’ assessment practices through professional development: The case of National Board Certification.

This study examines how mathematics and science teachers' classroom assessment
practices were affected by the National Board Certification process.

Sato, M., Wei, R. C., & Darling-Hammond, L. (2008). Improving teachers’ assessment practices through professional development: The case of National Board Certification. American Educational Research Journal, 45(3), 669–700. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.872.5162&rep=rep1&type=pdf

Can "Micro-Credentialing" Salvage Teacher PD?

This article discuss how "Micro-Credentialing" offer an opportunity to shift away from credit-hour and continuing-education requirements that dominate the PD apparatus in most states, toward a system based on evidence of progress in specific instructional skills.

Sawchuk, S. (2016). Can "Micro-Credentialing" Salvage Teacher PD?. Education Week. Retrieved from http://www.nysed.gov/common/nysed/files/principal-project-phase-2-micro-credentials-edweek.pdf

The role of practice and feedback for developing teacher candidate’s opportunities to respond expertise.

A greater emphasis on measuring the outputs of teacher preparation programs such as practice-based evaluations has increased the need for teacher educators to examine “best practice” for developing the skill-based competencies of teacher candidates. The purpose of this study was to examine the role of practice and feedback on teacher candidates’ knowledge and skill acquisition of a specific evidence-based practice, the provision of opportunities to respond.

Sayeski, K. L., Hamilton-Jones, B., Cutler, G., Earle, G. A., & Husney, L. (2019). The role of practice and feedback for developing teacher candidate’s opportunities to respond expertise. Teacher Education and Special Education42(1), 18-35.

Effects of multilevel support on first-grade teachers’ use of research-based strategies during beginning reading instruction

The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. 

Schnorr, C. I. (2013). Effects of multilevel support on first-grade teachers' use of research-based strategies during beginning reading instruction (Doctoral dissertation, The University of North Carolina at Charlotte).

Principal compensation and performance incentives. Guide to implementation: Resources for applied practice.

This module will not focus on the empirical challenges to developing measures of principal effectiveness and their accompanying reward systems, but rather will focus on what is known and will provide guidance on those issues upon which there is agreement.

Schuermann, P. J., Guthrie, J. W., Prince, C. D., & Witham, P. J. (2009). Principal compensation and performance incentives. Washington, DC: Center for Educator Compensation Reform, US Department of Education.

How Personalized Learning Can Support Equity and Excellence

In our day-to-day roles as a school system leader and the CEO of the nonprofit curriculum publisher Zearn, we focus on the moments of learning that occur between students and teachers—and on how personalized learning can make those moments richer and more frequent. 

Sharma, S., & Kockler, R. (2018). How Personalized Learning Can Support Equity and Excellence. Retrieved from https://www.educationnext.org/how-personalized-learning-can-support-equity-excellence-problem-solving/

What are the effects of induction and mentoring on beginning teacher turnover?

This study examines whether such programs - collectively known as induction - have a positive effect on the retention of beginning teachers.

Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover?. American educational research journal41(3), 681-714.

How teacher preparation programs can help all teachers better serve students with disabilities

Given the numbers, it is clear that general education teachers should possess the tools necessary to help students with disabilities succeed. Teacher preparation programs can be a powerful and critical lever for ensuring this support; however, most teacher preparation programs do not center students with disabilities in their curriculum for general education teachers.

Smith, V. (2020). How teacher preparation programs can help all teachers better serve students with disabilities. Center for American Progress.

Characterizing key features of the early childhood professional development literature

Professional development (PD) has been defined as facilitated teaching and learning experiences designed to enhance practitioners' knowledge, skills, and dispositions as well as their capacity to provide high-quality early learning experiences for young children. The purpose of this study was to use a framework from the National Professional Development Center on Inclusion (2008) to characterize key components of early childhood PD by conducting a descriptive systematic review of empirical literature.

Snyder, P., Hemmeter, M. L., Meeker, K. A., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants & Young Children25(3), 188-212.

The hidden costs of teacher turnover.

High teacher turnover imposes numerous burdens on the schools and districts from which teachers depart. Some of these burdens are explicit and take the form of recruiting, hiring, and training costs. Others are more hidden and take the form of changes to the composition and quality of the teaching staff. This study focuses on the latter. 

Sorensen, L. C., & Ladd, H. (2018). The hidden costs of teacher turnover. Working paper 203-0918-1. Washington, DC: National Center for Analysis of Longitudinal Data in Education Research (CALDER). https://journals.sagepub.com/doi/pdf/10.1177/2332858420905812

 
Is more really better? Examining perceived benefits of an extended student teaching experience

The authors surveyed student teachers in a yearlong internship and their peers in a traditional semester-long internship to compare perceptions across different practice teaching experiences. The authors discuss the outcomes regarding continuing challenges professional development programs face when building and sustaining effective clinical experiences.

Spooner, M., Flowers, C., Lambert, R., & Algozzine, B. (2008). Is more really better? Examining perceived benefits of an extended student teaching experience. The Clearing House: A Journal of Educational Strategies, Issues and Ideas81(6), 263-270.

Effective Teachers Make a Difference

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

States, J., Detrich, R. & Keywroth, R. (2012). Effective Teachers Make a Difference. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 1-46). Oakland, CA: The Wing Institute.

Classroom assessment for student learning: Doing it right—using it well

This book is the core of a larger, comprehensive professional development program in
student involved classroom assessment that teaches standards of assessment quality, and
how to match achievement targets to assessment methods.

Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right, using it well. Assessment Training Institute.

Promoting a collaborative professional culture in three elementary schools that have beaten the odds

This 3-year study examined the dynamics of school culture in 3 elementary schools that
have beaten the odds in improving low-income and minority student achievement.

Strahan, D. (2003). Promoting a collaborative professional culture in three elementary schools that have beaten the odds. Elementary School Journal, 104(2), 127–146.

Model principal supervisor professional standards

The lived experience of principal supervisors in Long Beach Unified School District consisted of an intentional and aligned system of principal evaluations, coaching, and principal supervisor professional learning community. Principal supervisors also identified practices such as increased visits to schools and classrooms with principals, central office departments focused on teaching and learning, and the traits of creating an environment of vulnerability and growth mindset as an important skill set.

Stringer, M. (2017). The 2015 Model Principal Supervisor Professional Standards: Transforming the Role of Principal Supervisors (Doctoral dissertation, Brandman University).

Multitiered support framework for teachers’ classroom-management practices: Overview and case study of building the triangle for teachers

In this article, the authors describe key features of the multi-tiered support (MTS) continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers.

Sugai, G. (2014). Multitiered support framework for teachers’ classroom-management practices: Overview and case study of building the triangle for teachers. Journal of Positive Behavior Interventions, 16(3), 179-190.

Shaping professional development to promote the diffusion of instructional expertise among teachers

This study examines how high-quality professional development can promote the diffusion of effective teaching strategies among teachers through collaboration. Drawing on longitudinal and socio-metric data from a study of writing professional development in 39 schools, this study shows that teachers’ participation in professional development is associated with providing more help to colleagues on instructional matters.

Sun, M., Penuel, W. R., Frank, K. A., Gallagher, H. A., & Youngs, P. (2013). Shaping professional development to promote the diffusion of instructional expertise among teachers. Educational Evaluation and Policy Analysis35(3), 344-369.

Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 2015-16 National Teacher and Principal Survey First Look

The National Teacher and Principal Survey is completed every four years soliciting descriptive information from principals and teachers across the 50 states. A few highlights include: Sixty percent of school principals have been at their schools for three years or less. 

Taie, S., and Goldring, R. (2017). Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 201516 National Teacher and Principal Survey First Look (NCES 2017-070). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017070.

Targeted reading intervention: A coaching model to help classroom teachers with struggling readers

This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in one-on-one 15-min sessions.  

Targeted reading intervention: A coaching model to help classroom teachers with struggling readers. Learning Disability Quarterly, 35, 102-114.

Preparing teachers: Building evidence for sound policy

Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared.

Teachers, P. (2010). Building Evidence for Sound Policy. Washington. Division of Behavioral and Social Sciences and Education.

The Mirage: Confronting the truth about our quest for teacher development

"The Mirage" describes the widely held perception among education leaders that they already know how to help teachers improve, and that they could achieve their goal of great teaching in far more classrooms if they just applied what they knew more widely.

TNTP. (2015). The Mirage: Confronting the truth about our quest for teacher development. Retrieved from: https://tntp.org/publications/view/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development

The Mirage: Confronting the truth about our quest for teacher development

"The Mirage" describes the widely held perception among education leaders that they already know how to help teachers improve, and that they could achieve their goal of great teaching in far more classrooms if they just applied what they knew more widely.

TNTP. (2015). The Mirage: Confronting the truth about our quest for teacher development. Retrieved from: https://tntp.org/publications/view/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development

The impact of newly qualified teachers (NQT) induction programmes on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: A systematic review of research literature on induction
The main aim of this report is to identify and map studies that will shed light on the impact of induction programmes on teacher performance, career development and retention rates.

Totterdell, M., Bubb, S., Woodroffe, L., & Hanrahan, K. (2004). The impact of newly qualified teachers (NQT) induction programmes on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: A systematic review of research literature on induction. Research evidence in education library.

The current state(s) of prereferral intervention teams

Current prereferral intervention team (PIT) regulations, prevalence, membership, goals, and intervention information from two national telephone surveys are reported. There was no clear school-based consensus on PIT goals. PITs most commonly recommended additional services, testing, or easy classroom interventions and seldom recommended substantive instructional modifications.

Truscott, S. D., Cohen, C. E., Sams, D. P., Sanborn, K. J., & Frank, A. J. (2005). The current state (s) of prereferral intervention teams: A report from two national surveys. Remedial and special Education26(3), 130-140.

Fostering teacher professionalism in schools: The role of leadership orientation and trust.

The hypothesis that guided this study was that the degree of teacher professionalism in a school would be related to (a) the professional orientation of principals in their exercise of administrative authority—especially, the extending of adaptive discretion to teachers in the conduct of their work—and (b) the trust evident among various actors in the school community.

Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly45(2), 217-247.

Designing Online Communities of Practice for Educators to Create Value

The U.S. Department of Education Office of Educational Technology published this report that details the results of exploratory research on how to design and manage online communities of practice for educators.

 

U.S. Department of Education. (2014, April). Designing Online Communities of Practice for Educators to Create Value. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/10/Exploratory-Research-on-Designing-Online-Communities-FINAL.pdf.

A collaborative effort to enhance reading and writing instruction in inclusion classrooms

A year-long researcher-teacher professional development group with a next-year followup was conducted with seven general education teachers from two elementary schools in a large urban school district in the southeastern United States. The components of successful professional development programs are discussed and implications for teacher education are offered. 

Vaughn, S., Hughes, M. T., Schumm, J. S., & Klingner, J. (1998). A collaborative effort to enhance reading and writing instruction in inclusion classrooms. Learning disability quarterly21(1), 57-74.

The coaching of teachers: Results of five training studies.

In this study, the results of five training studies evaluating the effects of a coaching program for use in Dutch primary and secondary schools are described.

Veenman, S, & Denessen, E. (2001). The coaching of teachers: Results of five training studies.

Educational Research and Evaluation, 7(4), 385–417.

Is mentoring worth the money? A benefit-cost analysis and five-year rate of return of a comprehensive mentoring program for beginning teachers.

This study describes a benefit-cost analysis of a comprehensive mentoring program for beginning teachers conducted in a medium-sized California school district.

Villar, A., & Strong, M. (2007). Is mentoring worth the money? A benefit-cost analysis and fiveyear rate of return of a comprehensive mentoring program for beginning teachers. ERS Spectrum25(3), 1-17.

Understanding the link between professional learning communities and teacher collective efficacy

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together.

Voelkel Jr, R. H., & Chrispeels, J. H. (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement28(4), 505-526.

Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development

In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the “business as usual” PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional strategies that support young children’s development of vocabulary, alpha- bet knowledge, and phonological sensitivity.

Wasik, B. A., & Hindman, A. H. (2011). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology, 103(2), 455.

Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad.

This report synthesizes what research says works in improving teacher skills and knowledge, what nations that outperform the United States in education are doing, and provides an analysis of newly available data from the federal Schools and Staffing Survey and other sources to indicate where the nation stands in building the capacity of educators to help students reach high standards. It includes newly analyzed data from the federal Schools and Staffing Survey and other data sources.

Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the US and Abroad. Technical Report. National Staff Development Council.

Making the case for evidence-based policy

U.S. public policy has increasingly been conceived, debated, and evaluated through the lenses of politics and ideology. The fundamental question -- Will the policy work? -- too often gets short shrift or even ignored. A remedy is an evidence-based policy--a rigorous approach that draws on careful data collection, experimentation, and both quantitative and qualitative analysis to determine what the problem is, which ways it can be addressed, and the probable impacts of each of these ways. 

Wesley, P. W., & Buysse, V. (2006). Making the case for evidence- based policy. In V. Buysse & P. W. Wesley (Eds.), Evidence-based practice in the early childhood field (pp. 117–159). Washington, DC: Zero to Three.

WWC Examines the Evidence on Two Teacher Training Programs

If teachers are to have a significant impact on student learning it is necessary for them to be well trained and prepared for the role of teacher.  This report examined the effectiveness of the National Board for Professional Teaching Standards (NBPTS) and My TeachingPartner Pre-K.  The NBPTS is a professional certification program for teachers that have taught at least three years and can meet the NBPTS standards.  My TeachingPartner Pre-K incorporates multiple media and coaching to prepare early education teachers.  The results of the What Works Clearinghouse review of NBPTS is that it had mixed effects in mathematics in grades 3-8 and no discernable effect on English language arts achievement.  There were no studies that met WWC standards for review so no judgment can be made about its effectiveness.  The results of this review highlight the necessity of evaluating the effectiveness of teacher training programs.  The stakes are very high for the students and families being served by teachers and nationally very large amount of money is spent on training teachers.  It would be nice to know which approaches to teacher professional development are effective and which have no beneficial effect.

What Works Clearinghouse, Institute for Education Science (2018).  National Board for Professional Teaching Standards Certification Intervention Report. Retrieved from https://ies.ed.gov/ncee/wwc/InterventionReport/689

The effects of peer feedback practices with elementary education teacher candidates

The report of the American Educational Research Association (AERA) Panel on Research and Teacher Education (2005) recommended that teacher educators need to systematically and empirically study their own practice. The premise of the report was that teacher educators need to carry out quality research in order to better inform those inside and outside the field of education.

Wilkins, E. A., Shin, E. K., & Ainsworth, J. (2009). The effects of peer feedback practices with elementary education teacher candidates. Teacher Education Quarterly36(2), 79-93.

Quality teacher induction “fourth wave”

The purpose of this essay is to describe quality teacher induction that has evolved from “fourth-wave” (1997–2006) teacher induction program development and research. A definition of quality induction is proposed, and a set of induction goals and components are outlined.

Wood, A. L., & Stanulis, R. N. (2009). Quality teacher induction:“Fourth-wave”(1997–2006) induction programs. The new educator5(1), 1-23.

Role of professional development and multi-level coaching in promoting evidence-based practice in education

 Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior Interventions and Support], coaching can extend and strengthen professional development. This paper describes a multi-level approach to coaching and provides implications for practice and research.

Wood, C. L., Goodnight, C. I., Bethune, K. S., Preston, A. I., Cleaver, S. L. (2016). Role of professional development and multi-level coaching in promoting evidence-based practice in education. Learning Disabilities: A Contemporary Journal, 14,159-170.

Role of professional development and multi-level coaching in promoting evidence-based practice in education

 Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior Interventions and Support], coaching can extend and strengthen professional development. This paper describes a multi-level approach to coaching and provides implications for practice and research.

Wood, C. L., Goodnight, C. I., Bethune, K. S., Preston, A. I., Cleaver, S. L. (2016). Role of professional development and multi-level coaching in promoting evidence-based practice in education. Learning Disabilities: A Contemporary Journal, 14,159-170.

Paired peer placement with peer coaching to enhance prospective teachers’ professional growth in early field experience.

The purpose of this descriptive study was to examine and document developmental concerns of participants in a paired peer placement peer coaching program. Research participants were 26 elementary education majors who were randomly paired for their first teaching experience. Data were collected from students' observations, feedback from each other, and participants' reflections on their teaching experiences. 

Wynn, M., & Kromrey, J. (2000). Paired peer placement with peer coaching to enhance prospective teachers' professional growth in early field experience. Action in Teacher Education22(sup2), 73-83.

Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers.

The purpose of this study is to examine research to answer the question, What is the impact of teacher professional development on student achievement.

Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest (NJ1).

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