Education Drivers

Teacher Professional Development

The story of professional development is illustrative of problems common to educational interventions. The American education system values in-service training, spending range from $18,000 annually per teacher. Like many promising practices found effective in controlled conditions, in-service training fails in the field. Ample evidence points to new teachers being insufficiently prepared, and in-service training is used to fill the gap. Schools invest extensively in teacher induction in the early years of a teacher and supplement this with continuous development over a career. Unfortunately, training is delivered in the least productive ways, such as emphasizing theory and demonstrating skills in simulated exercises rather than on real students. These efforts produce poor results—not surprising since they ignore the research, which shows the value of giving teachers opportunities to practice in real-world settings, tying training to existing procedures, and following up with monitoring and feedback. Only a fraction of the money is directed toward coaching, the method that research shows produces long-lasting results.

Teacher Professional Development

Teacher Professional Development PDF

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.

Professional development is an expected and common part of a teacher’s school year (Goldring, Gray, & Bitterman, 2013). A review of teacher professional development in the 2011–2012 school year revealed that the vast majority (99%) of teachers participated in some type of professional development during that year (Goldring et al., 2013). An analysis of teacher professional development by TNTP, formerly the New Teacher Project, (2015) found that teachers spent up to 10% of their school year (19 days) engaged in development.

Professional development is what schools and districts do to ensure that teachers continue to develop skills throughout their career (Mizell, 2010). It is “structured professional learning that results in change in teacher practice and improvements in student learning outcomes” (Darling-Hammond, Hyler, & Gardner, 2017, p. v). Across a teacher’s career, professional development includes initial teacher induction, large-scale (e.g., districtwide) professional development efforts, and school-based efforts (e.g., professional learning communities and coaching).

The ultimate goal of professional development is to improve teacher skills and consequently advance student success. This is important because, along with school leadership, teacher quality is one of the most important factors in raising student achievement (Mizell, 2010). To that end, high-quality professional development is defined as learning that produces change in teaching and student outcomes (Archibald, Coggshall, Croft, & Goe, 2011).

This goal does not align with a common criticism of teacher professional development, that it consists of one-day workshops that are disconnected from teachers’ daily work and are noncumulative (Ball & Cohen, 1999).

Although most teachers participate in professional development, not all teachers have the same experiences. Goldring et al. (2013) found some variation in the type of professional development that teachers experienced depending on how long the teacher had been teaching and what he or she taught. For example, the percentage of teachers new to the profession (e.g., three or fewer years of teaching) participated at higher rates than more experienced teachers in professional development about student discipline and classroom management. Another example: urban school teachers participated at higher rates than rural school teachers in professional development about teaching students who were English language learners. The variation could be due to the priorities that school leaders determine for their localities, but the overarching message is that teacher professional development is not standardized and that teachers receive development on a range of topics across their careers.

In 2001, the No Child Left Behind Act (NCLB) included an update on how the United States approached teacher professional development. The law added a focus on providing all teachers with high-quality development (Birman et al., 2007). Specifically, NCLB provided funds for districts to create and deliver professional development programs that had a track record of improving student performance (No Child Left Behind Act, 2001). Since NCLB, there has been a shift from one-day “sit and get” workshops to more in-depth, ongoing professional development that aligns with established parameters for high-quality adult learning (Darling-Hammond & Richardson, 2009).

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. Important questions about teacher professional development include:

  • What are the components of effective teacher professional development?
  • What is the best way to deliver teacher professional development?
  • How long do teachers need to engage in professional development?
  • Is online teacher professional development effective?
  • Is National Board Certification worthwhile?
  • Are teacher induction programs effective?

 

Research on Teacher Professional Development

Teacher professional development has been researched thoroughly. We can conclude from the many studies that high-quality professional development, when delivered for long enough, has a positive impact on student achievement (Rotermund, DeRoche, & Otttem, 2017; Yoon, Lee, Duncan, Scarloss, & Shapley, 2007).

For example, Yoon et al. (2007) reviewed nine high-quality studies, each consisting of rigorous research methodology, high fidelity, reliable measures, and appropriate statistical analysis; of the nine studies, five were randomized control trials that met standards without reservation and four met standards with reservations. The researchers found a positive impact on student achievement when professional development was delivered for more than 19 hours. However, they found no difference in student achievement when professional development was delivered for less than 14 hours. Overall, professional development had a moderate effect on student achievement. Across all nine studies, the average amount of professional development was 49 hours, which increased student achievement by 21 percentage points.

The nine studies measured student outcomes on a range of academic measures: four addressed reading outcomes, two addressed math, two addressed both math and reading, one addressed science, and one addressed reading, math, and science (Yoon et al., 2007). In addition, a majority of studies (seven) used standardized measures, while one used a researcher-created measure, and one used a Piagetian conservation task which measured how children think at different stages. The effects ranged from -0.53 to 2.53. One study produced a negative effect size (-0.53), one produced no effect, and the rest produced positive effects ranging from small (0.12) to large (2.53). (Effect size is a way to show a difference between two groups, the larger the effect size, the larger the difference between groups.)

Other studies have corroborated Yoon et al.’s findings. Professional development has been shown to improve teachers’ content knowledge and pedagogy in ways that improve student learning (Bell, Wilson, Higgins, & McCoach, 2010; Garet, Porter, Desimone, Birman, & Yoon, 2001; Polly et al., 2015). It’s important to note that there are best practices, such as the amount of time dedicated to professional development and the approaches taken, that must be in place to ensure that teacher professional development has an impact on student outcomes.

Questions Driving Research on Teacher Professional Development

Research on teacher professional development is driven by questions related to what should be done, how it is most effective, and the expected impacts that teachers and students can expect.

What are the Components of Effective Teacher Professional Development?

This is an important question because how professional development is designed and delivered impacts teacher practice and subsequent student learning. Multiple reviews of studies have identified features shared by high-quality professional development (Darling-Hammond et al., 2017; Darling-Hammond & Richardson, 2009; Desimone, 2009; Yoon et al., 2007).

 

Aspect Description
Focused Content Professional development teaches teachers how to use specific strategies in the classroom context. Development focuses on a specific content area (e.g., reading, math).
Collaboration Teachers are engaged in trying out and practicing strategies of the same type they will use with students. This involves a shift away from lecture-based experiences and toward work-embedded experiences.
Models of Effective Practice Teachers have a clear vision of what best practice looks like and effective models (e.g., lesson plans, sample work, observations).
Coaching and Expert Support Coaching supports the sharing of expertise with a focus on individual teachers’ needs.
Feedback and Reflection Time is provided for teachers to think about and make changes to practice through receiving and reflecting on feedback.
Sustained Duration Enough time is allotted for teachers to learn, practice, implement, and reflect on a new practice.

 

What Is the Best Way to Deliver Teacher Professional Development?

The various ways of delivering professional development that have been studied include workshops, in-school collaboration, and coaching.

Workshops. Often taking the form of lectures or activities that teachers attend off-campus, workshops may not be the most effective way to deliver professional development because they tend to be short and removed from the actual practice of teaching (Penuel, Fishman, Yamaguchi, & Gallagher, 2007). Recently there has been a movement away from workshops and toward collaborative models (Darling-Hammond & Richardson, 2009). This makes sense as Yoon et al. (2007) found that professional development provided for less than 14 hours did not provide the necessary training to change teacher practice.

In-school collaboration. Teachers often collaborate with other teachers. In the 2011–2012 school year, 81% of teachers polled participated in regular collaboration and a majority (67%) took part in peer observation (Rotermund et al., 2017). In practice, school-based collaboration provides for inquiry, risk-taking, reflection, and application (Ball & Cohen, 1999; Bryk, Camburn, & Louis, 1999).

Collaborative professional development capitalizes on social capital (the positive interaction between teachers) and teacher networks in schools. Social capital has a positive effect on student achievement (Leana, 2011; Leana & Pil, 2006). When implemented effectively, collaborative activities have been shown to improve teacher practice and student achievement (Akiba & Liang, 2016; Carroll, Fulton, & Doerr, 2010; Vescio, Ross, & Adams, 2008). For example, Akiba and Liang found that teacher-centered collaborative activities were more effective at improving teacher math practices and student math achievement than professional development focused on courses or individual activities. The key is having professional learning communities that are designed and implemented well.

One collaborative activity is a professional learning community (PLC), or a study group in which educators learn and implement new ideas (Phillips, 2003). In a survey of 60 schools, 90% of the schools indicated that teachers met in PLCs, on average, once a week (Basileo, 2016). Productive professional learning communities require the “thoughtful, explicit examination of practices and their consequences” (Little, 1990, p. 520), for example, when teachers come together for problem-solving around student data. The conditions that support productive PLCs include:

  • Common planning time for teachers (Louis, Marks, & Kruse, 1996)
  • Supportive administration (Louis et al., 1996)
  • Culture of risk-taking (Louis et al., 1996)
  • Teachers empowered as decision makers (Louis et al., 1996)
  • Time to develop community as teachers share responsibility, form group identity, and learn to work together (Grossman, Wineburg, & Woolworth, 2001)
  • Focus on improving teacher practice that involves teachers participating in peer observation and having a clear definition of quality teaching (Little, 2003)
  • Structured dialogue that provides a focus on practice and continual improvement (Hollins, McIntyre, DeBose, Hollins & Towner, 2004).

There are various ways that teachers can use their time in a PLC. They may observe each other’s classrooms and provide feedback (Hord, 1997), or they may focus on student data (Strahan, 2003). Opening their own practice to review, as in peer observation, can change teachers’ practice, knowledge, and effectiveness (Lustick & Sykes, 2006; Sato, Wei, & Darling-Hammond, 2008). Additionally, a focus on student data is evident in schools that have consistently higher than expected student results (Strahan, 2003).

In summary, providing intensive, content-rich, collaborative working opportunities for teachers can improve teacher practice and student outcomes (Darling-Hammond & Richardson, 2009).

Coaching. Using a trained coach or mentor to work directly with a teacher on a specific practice has an established and growing research base (Cleaver, Detrich, & States, 2018). Kretlow and Bartholomew (2010) reviewed 13 studies that were conducted between 1989 and 2009 and focused on a change in teacher practice. Although all 13 studies found that teacher practice increased in accuracy, only three studies reported a change in student performance that could be directly connected to coaching.

In their meta-analysis of 66 studies that focused on teacher coaching and had a causal design (i.e., randomized controlled trial), Kraft, Blazar, and Hogan (2018) found combined effect sizes of 0.49 on instruction and 0.18 on student achievement. Of note, the effects were for content-specific coaching, not general coaching. Also, coaching was equally effective across grade levels for virtual and in-person coaching. Finally, Kraft and colleagues hypothesized that the quality and focus of coaching may be more important than the length or dose of coaching because of variance in the amount of coaching time provided: 16 studies cited 10 hours or less of coaching, while 14 studies cited 21 hours or more. Despite this variance, there was no difference in impact on teacher or student outcomes.

Coaching is most effective at changing teacher practice when teachers are invested, when there are repeated and frequent observations of the initial training, and when teachers receive specific feedback and self-evaluation (Kretlow & Bartholomew, 2010; Yoon et al., 2007). Also, coaching should persist over an extended period of time and focus on specific skills that teachers use in their own classrooms (Kraft et al., 2018).

How Long Do Teachers Need to Engage in Professional Development?

The amount of time devoted to professional development is consequential. Studies suggest that between 20 and 100 hours of professional development over multiple months (6 to 12 months) is the most effective in impacting teacher practice (Blank & de las Alas, 2009; Desimone & Garet, 2015; Yoon et al, 2007). However, it is also important to focus on quality to gain the most from time that teachers spend in professional development (Kraft et al., 2018).

Is Online Teacher Professional Development Effective?

If effective professional development is training that changes teacher practice and student outcomes, can online instruction be effective? And can it be as effective as in-person models?

Online learning occurs when interaction with learning materials happens on or through technology (Alavi & Leidner, 2001). Online professional development is built with the same features as high-quality in-person teacher professional development: structured time, authentic tasks and feedback, accurate, relevant content, and dialogue among learners (King, 2002; Koehler & Mishra, 2005).

Online professional development has benefits (National Research Council, 2007):

  • More flexible and versatile
  • Potential to build community among teachers who are not in the same vicinity
  • New possibilities for accountability
  • Opportunity for teachers to be more involved in their own learning and growth

At the same time, there may be obstacles to online professional development (National Research Council, 2007):

  • Teacher knowledge about online technologies and programs
  • Administrative support
  • Access to technology
  • Time, financial support, and materials
  • Teachers’ beliefs and practices

Currently there is not enough research to draw a definitive conclusion about whether online professional development can deliver the same outcomes as in-person programs.

In one study, professional development was delivered online and face-to-face. After the professional development, teachers and students demonstrated gains in both conditions and there was no difference between conditions (Fishman et al., 2013).

In another study, an online professional development experience was created with clear learning targets, ongoing collection of student learning, effective feedback, and opportunity for teachers to take advantage of their learning. The goal was for Pre-K–12 teachers to implement formative instructional practices in classrooms. Five online modules were designed to deliver information about the practice (Collins & Liang, 2015). After using the modules, 895 teachers were surveyed and interviewed; 14% of the teachers spent more than four hours on the modules, 30% reported it was difficult to stay motivated to navigate the content, 12% said it was overwhelming to navigate the modules by themselves, and 73% said they were overwhelmed by the level of information.

More research needs to be done into the effects of online versus face-to-face professional development, and the perceptions of teachers involved in online professional development.

Is National Board Certification Worthwhile?

Teachers who work toward National Board Certification go beyond typical professional development efforts to demonstrate competencies in five core competencies: commitment to students and learning, knowledge of subjects they teach, responsibility for managing student learning, self-examination of practice, and membership in and responsibility for the broader learning community (ASCD, 2004).

One study (Goldhaber & Anthony, 2004) that examined teachers who had National Board Certification found that teachers who sought out certification were more effective than their peers. However, there was no significant difference in teacher effectiveness before and after they completed National Board Certification. This implies that National Board Certification attracts high-quality teachers, not necessarily that the experience itself produces higher quality teachers.

Are teacher induction programs effective?

Teacher induction programs are those that help transition teachers from training to the classroom, often through a combination of orientation, training, and other experiences (AIR & LINCS, 2015). Teacher induction programs can have a positive impact on new teachers’ experiences (AIR & LINCS, 2015).

            One way to gauge whether teacher professional development is worth the cost is to do a cost-benefit analysis, or to estimate the financial benefits and compare those with the costs. Using a cost-benefit analysis of five school districts in California, Villar and Strong (2007) found that when the district implemented a teacher induction program termed the New Teacher Project (NTP) was implemented with new teachers, the investment ranging from $13,000 to $21,500 in cost resulted in a benefit of $8,600 after five years. In the NTP program, new teachers were provided with mentorship (weekly observations, coaching, and support) for the first two years of their career. Mentors were experienced teachers who received ongoing training to manage a caseload of new teachers. The benefit was estimated using teacher retention calculations, as well as teacher effectiveness in terms of student reading gains on annual assessments across a four-year period and calculated using the results that a newer teacher obtained compared with the results of more veteran teachers in the districts. While there was no difference in effectiveness between the outcomes of new teachers and mid-career teachers who had not received mentoring at the start of their careers, teachers who did receive mentoring produced student gains greater than third-year teachers who were not mentored. To this end, the researchers calculated that mentoring produced a benefit of about $5,567 for first year teachers, $3,184 for second year teachers, and $1,531 for third year teachers. The greatest monetary savings was reducing turnover for the district. This is significant because teacher turnover has multiple costs for districts and students (Sorenson & Ladd, 2018). Finally, all stakeholders (students, new teachers, districts and the state) all benefitted and saw a return of some capacity (Villar & Strong, 2007).

In another analysis, Howe (2006) examined teacher induction programs across eight countries (Australia, Britain, Canada, France, Germany, Japan, New Zealand, and the United States). He found that the most effective teacher induction programs included:

  • Opportunities for teacher candidates to learn alongside and collaborate with expert teachers
  • Extended internships
  • Trained mentors
  • Reduced teaching assignments with a focus on support rather than evaluation
  • Acculturation into the work of teaching
  • Reflection

A study of the effectiveness of two middle school induction programs found that a multifaceted approach incorporating principal and new teacher interaction, mentor teachers, professional development, collaboration, and new teacher orientation supported the various needs of new teachers (Bickmore & Bickmore, 2010).

A review of teacher induction by AIR and LINCS (2015) identified conditions for success in induction programs:

  • Strong instructional leader
  • Evidence-based instruction
  • Positive climate and culture
  • Commitment to continuous improvement
  • Professional collaboration
  • Expectation to participate in professional development
  • Use of data to improve instruction
  • Experienced teachers to serve as mentors
  • Incentives for teachers to take advantage of professional learning (e.g., time during the workday)
  • Organizational leadership to provide support

Cost of Teacher Professional Development

Districts currently spend a significant amount of money on teacher professional development. An in-depth look at how four large urban districts invested funds in professional development found that, on average, the districts spent $15 million per school year, $230 per student, and $3,390 per teacher, totaling 2.9% of the operating budget, to provide a variety of professional development opportunities from workshops to coaching to whole-school development (Miles, Odden, Fermanich, Archibald, & Gallagher, 2002).

Analysis of the return on investment has produced varying results. A study by the New Teacher Center (2019) examined the impact of “high-intensity mentor support” for new teachers in a large district across 4 years. The analysis identified the following benefits related to teachers and schools:

  • For every dollar invested in the program, a 22% return was identified in reduced teacher attrition the following year.
  • Teacher retention was 11 percentage points higher for the group that received intensive support compared with the group that received traditional support.

            This analysis suggests that high-quality development for new teachers is worth the investment.

In an analysis of three large, diverse districts and one charter school network, TNTP (2015) identified that while $18,000 was spent per teacher per year on professional development, including an investment of 19 full school days per year in development, the teacher and principal evaluation ratings of the majority of teachers (7 out of 10) remained constant or declined. Of the teachers studied, three out of ten increased their evaluation scores, five stayed the same, and two decreased over the 2- to 3-year period. Of note, teachers who participated in the survey and were in the first 5 years of teaching developed 2.5 to 5 times faster than other teachers during that time frame, meaning they improved in their ratings (i.e., from developing to effective at a skill). Also, there was no silver bullet in the amount or combination of development activities to help teachers become stronger. Overall, the TNTP study indicated that, while districts invested heavily in professional development without subsequent gains, they should not give up on professional development. Rather, districts should refocus attention on creating professional development that achieves the goals of changing teacher practice and advancing student achievement. 

Also of note, for return on investment in teacher professional development, it is important to adhere to best practices. In addition, investing in teachers during their first years in teaching yielded results in both analyses (New Teacher Center, 2019; TNTP, 2015).

In response to their findings, researchers at TNTP suggested the following considerations:

  • Ensure that the definition of professional development is clear, observable, measurable progress toward a standard of teaching and learning; give teachers a deep understanding of their own performance and progress; and encourage improvement with meaningful rewards and consequences.
  • Reevaluate existing professional development by gaining a clear inventory of development; evaluate the effectiveness of professional development against redefined ideas of development; explore and test alternative approaches; and reallocate funding to efforts based on their impact.
  • Reinvent how districts support teaching at scale by balancing investments in development with those in recruitment and retention; redefine the teacher’s job; redesign schools to extend teachers’ reach; and reimagine how to train and certify teachers.

Recommendations for Teacher Professional Development

Teacher professional development should incorporate best practices: a clear model, focus on content, active learning, collaboration, coaching and expert support, feedback and reflection, and sustained duration (Darling-Hammond et al., 2017; Darling-Hammond & Richardson, 2009; Yoon et al., 2007).

If implemented well, collaboration is an effective way to build teacher knowledge and student achievement (Akiba & Liang, 2016; Carroll et al., 2010; Vescio et al., 2008). In implementing collaborative work, such as professional learning communities, leaders should ensure that teacher work is supported by common planning time (Louis et al., 1996), time to develop community (Grossman et al., 2001), a focus on improving teacher practice (Little, 2003), and structured dialogue (Hollins et al., 2004).

Coaching is an effective way to develop teacher skill. It should incorporate best practices, including providing specific feedback over an extended period of time (Kraft et al., 2018; Kretlow & Bartholemew, 2010).

National Board Certification attracts effective teachers but, while the experience may be valuable, does not necessarily strengthen teacher impact (Goldhaber & Anthony, 2004). Teacher induction programs should incorporate best practices and aspects that have been shown to generate more success (AIR & LINCS, 2015).  

The research base for online professional development is currently developing; however, given that recent research has found gains from both in-person and online training, evaluating the costs of each is an important next step (Fishman et al., 2013).

In addition, research does not support professional development that relies on one-time workshops, is unrelated to teachers’ context and curriculum, expects teachers to work in isolation, and does not provide sustained learning opportunities (Darling-Hammond & Richardson, 2009).

            To get the highest return on investment, districts should consider the suggestions outlined by TNTP (2015): redefining teacher development as measurable progress toward a standard of teaching and learning; reevaluating professional development and reallocating funds for professional development based on impact; and reinventing support by balancing investments in development with recruitment and retention.

Conclusion

Professional development is a ubiquitous experience in the teaching profession. As a method of improving teacher practice and advancing student outcomes, professional development has been well studied. From a variety of research, we know that well-designed, high-quality, and well-implemented professional development, delivered at the right time, when a teacher is developing skills or is invested in a topic, can have a positive impact on teacher practice and student achievement.

 

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Miles, K. H., Odden, A., Fermanich, M., Archibald, S., & Gallagher, A. (2002). An analysis of professional development spending in four districts using a new cost framework. Madison, WI: Consortium for Policy Research in Education, University of Wisconsin–Madison. https://www.researchgate.net/publication/237617216_An_Analysis_of_Professional_Development_Spending_in_Four_Districts_Using_a_New_Cost_Framework

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

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 

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

No Child Left Behind Act of 2001, P.L. 107-110, 20 U.S.C. § 6319 (2002).

Penuel, W., Fishman, B., Yamaguchi, R., and Gallagher, L. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4): 921–958.

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

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.

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.

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.

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://caldercenter.org/publications/hidden-costs-teacher-turnover

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

TNTP. (2015). The mirage: Confronting the hard truth about our quest for teacher professional development. New York, NY: Author. https://tntp.org/assets/documents/TNTP-Mirage_2015.pdf

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.

Villar, A., & Strong, M. (2007). Is mentoring worth the money? A benefit-cost analysis and five-

year rate of return of a comprehensive mentoring program for beginning teachers. ERS Spectrum, 25(3), 1–17. https://edsource.org/wp-content/uploads/old/ment-8.pdf

Yoon, K. S., Lee, S. W., Duncan, T., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.https://maaz.ihmc.us/rid=1K21PQ24D-1HYLS5R-3BJF/PD%20lit%20synthesis.pdf

 

 

Publications

TITLE
SYNOPSIS
CITATION
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.

Curriculum Content for Teacher Training Overview

A substantial body of evidence is available to guide teacher preparation programs in developing a pre-service curriculum based on universal skills needed for success across settings, age ranges, and subjects being taught. These skills include instructional delivery, classroom management, formative assessment, and personal competencies (soft skills)

Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2021). Curriculum Content for Teacher Training Overview . Oakland, CA: The Wing Institute. https://www.winginstitute.org/pre-service-teacher-curriculum-content.

Overview of student teaching

Student teaching, field experience, and practicum experience are powerful methods for training new teachers. These methods all feature working with students in classrooms or in laboratory environments that bridge the gap between university instruction and the experience of teaching. Integrating theory, knowledge, and skills, student teaching generally occurs under the direction of a supervisor at the end of the preparation process.

Cleaver, S., Detrich, R., States, J., & Keyworth, R. (2020). Overview of student teaching. The Wing Institute.

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.

Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing

Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing

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.

Teacher-student Relationships.

This overview examines the available research on the topic of soft skills (personal competencies) commonly linked to effective teacher-student relationships.

States, J., Detrich, R. & Keyworth, R. (2018). Teacher-student Relationships Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/soft-skills-teacher-student-relationships

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.

Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective Retrieved from ../../uploads/docs/2013WingSummitSF.pdf.
Professional Learning That Makes An Impact
This paper discusses the critical elements of effective teacher coaching.
Knight, J. (2013). Professional Learning That Makes An Impact Retrieved from ../../uploads/docs/Accountability%20and%20Autonomy.pdf.

 

Data Mining

TITLE
SYNOPSIS
CITATION
Does teacher induction impact teacher turnover for beginning teachers?

This review examines the effectiveness of teacher induction.

Keyworth, R. (2010). Does teacher induction impact teacher turnover for beginning teachers? Retrieved from does-teacher-induction-impact928.

Does teacher induction impact teacher turnover for beginning teachers?
This analysis examines evidence on the influence of teacher induction programs on reducing teacher turnover.
Keyworth, R. (2010). Does teacher induction impact teacher turnover for beginning teachers? Retrieved from does-teacher-induction-impact884.
What is the status of experimental research on teacher induction?
This analysis reviews the quality of research on the effectiveness of teacher induction programs.
Keyworth, R. (2010). What is the status of experimental research on teacher induction? Retrieved from what-is-status-of.
What percentage of new teachers receive induction services?
This probe examines the increasing use of teacher induction as a tool for offering new teachers training and support.
Keyworth, R. (2011). What percentage of new teachers receive induction services? Retrieved from what-percentage-of-new.

 

Presentations

TITLE
SYNOPSIS
CITATION
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. (2010). Comprehensive Teacher Induction: What We Know, Don't Know, and Need to Know Soon [Powerpoint Slides]. Retrieved from 2010-wing-presentation-larry-maheady.

Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers

This paper reviews current teacher preparation in the context of its failure to include well-established evidence-based practices and identifies strategies for improvement.

Reschly, D. (2010). Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers [Powerpoint Slides]. Retrieved from 2010-wing-presentation-dan-reschly.

A Decision Matrix for Designing Staff Training
Staff training is often seen as the solution to all performance problems. This paper discusses the choices that have to be made when designing effective staff training.
Detrich, R. (2007). A Decision Matrix for Designing Staff Training [Powerpoint Slides]. Retrieved from 2007-aba-decision-matrix-presentation-ronnie-detrich.
Designing a Culture: From Walden II to Classroom Consultation
This paper discusses the challenges of overcoming school cultural obstacles in the context of a public school teacher training and support program operated by Spectrum Center in the 1990's.
Detrich, R. (2014). Designing a Culture: From Walden II to Classroom Consultation [Powerpoint Slides]. Retrieved from 2014-wing-presentation-ronnie-detrich.
Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective [Powerpoint Slides]. Retrieved from 2013-wing-presentation-suzanne-fitch.
ROKs: Remote Observation Kits
This paper presents a teacher coaching model using high quality audio and video technology to address the needs of teacher training in remote areas.
Hager, K. (2013). ROKs: Remote Observation Kits [Powerpoint Slides]. Retrieved from 2013-wing-presentation-karen-hager.
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. (2010). Science and the Education of Teachers [Powerpoint Slides]. Retrieved from 2010-Wing-Presentation-James-Kauffman.
Teacher Induction: Where the Rubber Meets the Road
The paper examines one of the most critical components of teach training: an on-the-job, ongoing system of coaching and performance feedback to improve skill acquisition, generalization and maintenance.
Keyworth, R. (2010). Teacher Induction: Where the Rubber Meets the Road [Powerpoint Slides]. Retrieved from 2010-aba-presentation-randy-keyworth.
Teacher Coaching: The Missing Link in Teacher Professional Development
Research suggests that coaching is one of the most effective strategies in training teachers. This paper identifies the critical practice elements of coaching and their absence in teacher training.
Keyworth, R. (2013). Teacher Coaching: The Missing Link in Teacher Professional Development [Powerpoint Slides]. Retrieved from 2013-calaba-presentation-randy-keyworth.
Professional Learning That Makes An Impact
This paper discusses the critical elements of effective teacher coaching.
Knight, J. (2013). Professional Learning That Makes An Impact [Powerpoint Slides]. Retrieved from 2013-wing-presentation-jim-knight.
Project AIM: Assess, Improve & Maintain Effective Teaching Practices
This paper shared a model for teacher assessment and professional development that address theneeds of large school districts in an effective and efficient manner.
Lewis, T. (2013). Project AIM: Assess, Improve & Maintain Effective Teaching Practices [Powerpoint Slides]. Retrieved from 2013-wing-presentation-teri-lewis.
What We Know About Teacher Preparation Programs
This paper examines effective teaching, how to impart these skills, and how to best transition teachers into the classroom. Preparation practices are analyzed to determine how well we are succeeding in preparing teachers.
States, J. (2010). What We Know About Teacher Preparation Programs [Powerpoint Slides]. Retrieved from 2010-aba-presentation-jack-states.
TITLE
SYNOPSIS
CITATION
Beginning Teacher Induction: Research and Examples of Contemporary Practice.

This paper: reviews research on beginning teacher induction programs, summarizing previous reviews of the topic; identifies various state- and local-level induction programs, analyzing best practices that exist today. 

Arends, R. I., & Rigazio-DiGilio, A. J. (2000). Beginning Teacher Induction: Research and Examples of Contemporary Practice.

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.

Knowledge of diverse learners: Implications for the practice of teaching

Knowledge of Diverse Learners (KDL) is increasingly recognized as an essential component of knowledge base for effective teaching as in today's schools, teachers must be prepared to teach a diverse population of student (Banks et al. 2005). In other words, teachers need to be aware that their students in a classroom are and always have been different from one another in a variety of ways. KDL refers to an understanding of diversity of students in terms of their abilities and interests and how they respond to diverse situations; an application of different teaching strategies; and how various types of classroom activities might be managed.

Abd Rahman, F., Scaife, J., Yahya, N. A., & Ab Jalil, H. (2010). Knowledge of diverse learners: Implications for the practice of teaching. International Journal of Instruction3(2).

Teachers’ subject matter knowledge as a teacher qualification: A synthesis of the quantitative literature on students’ mathematics achievement

The main focus of this study is to find different kinds of variables that might contribute to variations in the strength and direction of the relationship by examining quantitative studies that relate mathematics teachers’ subject matter knowledge to student achievement in mathematics.

Ahn, S., & Choi, J. (2004). Teachers' Subject Matter Knowledge as a Teacher Qualification: A Synthesis of the Quantitative Literature on Students' Mathematics Achievement. Online Submission.

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

Research Commentary: Technology-Mediated Learning—A Call for Greater Depth and Breadth of Research

This essay suggests potential research avenues in the area of technology-mediated learning. It seeks to motivate greater depth of research into the question of how technology enhances learning. 

Alavi, M., & Leidner, D. E. (2001). Research commentary: Technology-mediated learning—a call for greater depth and breadth of research. Information Systems Research, 12(1), 1–10. https://pubsonline.informs.org/doi/abs/10.1287/isre.12.1.1.9720

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 effectiveness of a technologically facilitated classroom-based early reading intervention: The targeted reading intervention

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

Amendum, S. J., Vernon-Feagans, L., & Ginsberg, M. C. (2011). The effectiveness of a technologically facilitated classroom-based early reading intervention: The targeted reading intervention. The Elementary School Journal112(1), 107-131.

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.

Teachers Matter: Evidence from Value-Added Assessments.

Value-added assessment proves that very good teaching can boost student learning and that family background does not determine a student's destiny. Students taught by highly effective teachers several years in a row earn higher test scores than students assigned to particularly ineffective teachers.

American Education Research Association (AERA). (2004). Teachers matter: Evidence from value-added assessments. Research Points, 2(2). Retrieved from http://www.aera.net/ Portals/38/docs/Publications/Teachers%20Matter.pdf

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: 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

 
Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand.

This research objective was to study soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. The data were collected from 60 purposive samples of new teachers by interviewing and questionnaires. The results of this study were informed that new teachers have all of soft skills at high level totally. Communicative skills were highest among seven of soft skills and next Life-long learning and information management skills, Critical and problem solving skills, Team work skills, Ethics, moral and professional skills, Leadership skills and Innovation invention and development skills were lowest in all skills. Based on the research findings obtained, the sub-skills of seven soft skills will be considered and utilized in the package of teacher development program of next research.

Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia-Social and Behavioral Sciences112, 1010-1013.

 

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.

Changing the face of student teaching through co-teaching

This 4-year study identifies the differences between a coteaching and a non-coteaching model of student teaching. Quantitative and qualitative results clearly demonstrate the positive impact of coteaching on learners. This emerging practice of coteaching in student teaching holds great promise in transforming the world of teacher preparation.

Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through coteaching. Action in teacher education32(1), 3-14.

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.

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 ensure successful programs

This article reviewed a number of comprehensive instructional-mentoring programs and identified three critical factors that seem to be making a positive difference. 

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

 
Questioning the Author: An approach for enhancing student engagement with text

The book presents many examples of Questioning the Author (QtA) in action as children engage with narrative and expository texts to construct meaning.

Beck, I. L., & McKeown, M. G., Hamilton, R. L., & Kugan, L. (1997). Questioning the Author: An approach for enhancing student engagement with text.Newark, DE: International Reading Association.

 

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.

 

A review of teacher induction in special education: Research, practice, and technology solutions.

The purpose of this paper is to provide a comprehensive review of what is known about teacher induction in special education and to outline recommendations for the design of induction programs and further research.

Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M. (2009). A Review of Teacher Induction in Special Education: Research, Practice, and Technology Solutions. NCIIP Document Number RS-1. National Center to Inform Policy and Practice in Special Education Professional Development.

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

 
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. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics.

Blank, R. K., & 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. Council of Chief State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001.

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 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

 

 
Methods for effective teaching: Meeting the needs of all students

Methods for Effective Teaching helps teachers with every aspect of their day-to-day responsibilities. Readers learn about everything from planning and choosing the right instructional strategies, to delivering lessons, managing the classroom, disciplining students, assessing progress, and collaborating with colleagues and parents to actively engage students in learning. Numerous features, tables, and lists of recommendations help readers apply concepts and think critically about the decisions they'll have to make in their teaching careers.

Burden, P. R., & Byrd, D. M. (2010). Methods for effective teaching: Meeting the needs of all students (p. 408). Allyn & Bacon.

 

Value Added Teacher Preparation Assessment Model: A Bold Step Forward in Preparing, Inducting, and Supporting New Teachers Qualitative Research Study

This quantitative research valued added study assesses the effectiveness of teacher preparation programs in Louisiana to understand why some teacher preparation programs are more effective than other programs.

Burns, J. M., Noell, G. H., & Gansle, K. A. (2009). Value Added Teacher Preparation Assessment Model: A Bold Step Forward in Preparing, Inducting, and Supporting New Teachers Qualitative Research Study.

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).

Teachers as leaders of professional learning: Lessons from Ontario’s Teacher Learning and Leadership Program

This article discusses Ontario’s Teachers Learning and Leadership Program (TLLP), which aims to support experienced teachers’ professional learning, develop teachers’ leadership skills, and facilitate knowledge exchange to share practices. The author’s research identifies considerable benefits of professional learning led “by, with and for” experienced teachers involving collaborative learning and sharing of practices.

Campbell, C. (2015). Teachers as leaders of professional learning: Lessons from Ontario’s Teacher Learning and Leadership Program (TLLP). Education Canada55(1), 1-3.

Amazing Results! Teacher Expectations and Student Achievement (TESA) Follow-Up Survey of TESA-Trained Teachers in 45 States and the District of Columbia.

This paper describes a survey of teachers trained in Teacher Expectations and Student Achievement (TESA). The study examined whether teachers: agreed that TESA interactions were useful with today's children; continued to practice the TESA coding and observation process after being trained; and would recommend TESA to colleagues. 

Cantor, J., Kester, D., & Miller, A. (2000). Amazing Results! Teacher Expectations and Student Achievement (TESA) Follow-Up Survey of TESA-Trained Teachers in 45 States and the District of Columbia.

Student cultural diversity: Understanding and meeting the challenge

In this article, the author argues convincingly for a view of American's cultural diversity as a self-evident reality - one that must be effectively addressed by inservice and preservice teacher education programmes.

Carrington, V. (1999). Student Cultural Diversity: Understanding and Meeting the Challenge. Journal of Adolescent & Adult Literacy43(4), 386.

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

 
Gauging goodness of fit: Teachers’ expectations for their instructional teams in high- poverty schools

Teacher teams are increasingly common in urban schools. In this study, we analyze teachers’ responses to teams in six high-poverty schools. Teachers used two criteria to assess teams’ goodness of fit in meeting the demands of their work: whether their teams helped them teach better and whether the team contributed to a better school.

Charner-Laird, M., Ng, M., Johnson, S. M., Kraft, M. A., Papay, J. P., & Reinhorn, S. K. (2017). Gauging goodness of fit: Teachers’ responses to their instructional teams in high-poverty schools. American Journal of Education123(4), 553-584.

Principal leadership in new teacher induction: Becoming agents of change

This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada.

Cherian, F., & Daniel, Y. (2008). Principal Leadership in New Teacher Induction: Becoming Agents of Change. International Journal of Education Policy and Leadership3(2), 1-11.

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.

A Qualitative Case Study of Teacher and School Leaders' Perspectives of Tennessee's Differentiated Pay Plans

The purpose of the study was to investigate the factors influencing school systems’ decisions behind crafting, developing, and revising differentiated pay plans that require districts to abandon the practice of providing only across-the-board salary increases for experience and advanced degrees by adding at least one additional criterion for compensating educators.

Chiang, H., Wellington, A., Hallgren, K., Speroni, C., Herrmann, M., Glazerman, S., & Constantine, J. (2015). Evaluation of the Teacher Incentive Fund: Implementation and impacts of pay-for-performance after two years, Executive Summary (NCEE 2015-4021). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED560156.pdf

It’s easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness

Neither holding a college major in education nor acquiring a master's degree is correlated with elementary and middle school teaching effectiveness, regardless of the university at which the degree was earned. Teachers generally do become more effective with a few years of teaching experience, but we also find evidence that teachers may become less effective with experience, particularly later in their careers. 

Chingos, M. M., & Peterson, P. E. (2011). It's easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness. Economics of Education Review30(3), 449-465.

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: Formal Teacher Evaluation

The purpose of this overview is to provide information about the role of formal teacher evaluation, the research that examines the practice, and its impact on student outcomes.

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

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.

Teacher credentials and student achievement: Longitudinal analysis with student fixed effects

We use a rich administrative dataset from North Carolina to explore questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. 

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of education review26(6), 673-682.

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

 
Learner-centered teacher-student relationships are effective: A meta-analysis.

The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment.

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of educational research77(1), 113-143.

From Data to Wisdom: Quality Improvement Strategies Supporting Large-scale Implementation of Evidence-Based Services

The goal of this article is to illustrate various strategies that the Hawaii Child and Adolescent Mental Health Division adopted to increase the use of empirical evidence to improve the quality services and outcomes for youth.

Daleiden, E. L., & Chorpita, B. F. (2005). From data to wisdom: Quality improvement strategies supporting large-scale implementation of evidence-based services. Child and adolescent psychiatric clinics of North America, 14(2), 329-349.

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.

Evaluations that help teachers learn.

This article addresses the topics of staff assessment, teacher supervision, and professional development.

Danielson, C. (2011). Evaluations that help teachers learn. Educational leadership68(4), 35-39.

Doing what matters most: Investing in quality teaching

This report gauges progress toward achieving high quality teaching in every classroom,
using data about teaching conditions that are, new since publication of an earlier report by
the National Commission on Teaching and America's Future.

Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. National Commission on Teaching & America's Future, Kutztown Distribution Center, 15076 Kutztown Road, PO Box 326, Kutztown, PA 19530-0326.

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

 
Teacher preparation and teacher learning: A changing policy landscape

The last two decades have witnessed a remarkable amount of policy directed at teacher education-and an intense debate about whether and how various approaches to preparing and supporting teachers make a difference. A set of policy initiatives was launched to design professional standards, strengthen teacher education and certification requirements, increase investments in induction mentoring and professional development, and transform roles for teachers.

Darling-Hammond, L., & Wei, R. C. (2012). Teacher preparation and teacher learning: A changing policy landscape. In Handbook of education policy research (pp. 629-652). Routledge.

Effective teacher professional development

Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem-solving, effective communication and collaboration, and self-direction. In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.

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

 
Developing and assessing beginning teacher effectiveness: The potential of performance assessments.

The Performance Assessment for California Teachers (PACT) is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice. The PACT seeks both to measure and develop teacher effectiveness, and this study of its predictive and consequential validity provides information on how well it achieves these goals.

Darling-Hammond, L., Newton, S. P., & Wei, R. C. (2013). Developing and assessing beginning teacher effectiveness: The potential of performance assessments. Educational Assessment, Evaluation and Accountability25(3), 179-204.

Professional learning in the learning profession: A status report on teacher development in the United States and abroad.

This report examines practices in teacher and principal development in the United States in 2010. It looks at ineffective approaches as well as those models that show promise for improving educator and student performance.

Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council.

Teacher Learning through Assessment: How Student-Performance Assessments Can Support Teacher Learning

This paper describes how teacher learning through involvement with student-performance assessments has been accomplished in the United States and around the world, particularly in countries that have been recognized for their high-performing educational systems

Darling-Hammond

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

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.

Implementation Quality: Lessons Learned in the Context of the Head Start REDI Trial

This study uses data collected in the intervention classrooms of Head Start REDI (Research- based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children’s social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support.

Domitrovich, C. E., Gest, S. D., Jones, D., Gill, S., & DeRousie, R. M. S. (2010). Implementation quality: Lessons learned in the context of the Head Start REDI trial. Early Childhood Research Quarterly25(3), 284-298.

2020 teacher prep review: Program performance in early reading instruction

Of the five components of scientifically based reading instruction, traditional programs are
most likely to omit the first and most challenging instructional skill teachers need to teach
before children can learn to read: phonemic awareness.

Drake, G., & Wash, K. (2020). 2020 Teacher Prep Review: Program Performance in Early Reading Instruction. National Council on Teacher Quality.

What is a professional learning community?

The idea of improving schools by developing professional learning communities is currently in vogue. People use this term to describe every imaginable combination of individuals with an interest in education—a grade-level teaching team, a school committee, a high school department, an entire school district, a state department of education, a national professional organization, and so on.

DuFour, R. (2004). What is a" professional learning community"?. Educational leadership61(8), 6-11.

Work together: But only if you want to.

Teachers work in isolation from one another. They view their classrooms as their personal domains, have little access to the ideas or strategies of their colleagues, and prefer to be left alone rather than engage with their colleagues or principals. Their professional practice is shrouded in a veil of privacy and personal autonomy and is not a subject for collective discussion or analysis.

DuFour, R. (2011). Work together: But only if you want to. Phi Delta Kappan92(5), 57-61.

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.

Handbook of classroom management: Research, practice, and contemporary issues

Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. 

Evertson, C. M., & Weinstein, C. S. (Eds.). (2013). Handbook of classroom management: Research, practice, and contemporary issues. New York, NY: Routledge.

 

Handbook of classroom management: Research, practice, and contemporary issues

Classroom management is a topic of enduring concern for teachers, administrators, and the
public. It consistently ranks as the first or second most serious educational problem in the
eyes of the general public, and beginning teachers consistently rank it as their most pressing
concern during their early teaching years.

Evertson, C. M., & Weinstein, C. S. (Eds.). (2013). Handbook of classroom management: Research, practice, and contemporary issues. Routledge.

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.

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.

High school staff characteristics and mathematics test results

This study investigates the relationship between measures of mathematics teacher skill and student achievement in California high schools. Test scores are analyzed in relation to teacher experience and education and student demographics. The results are consistent with the hypotheses that there is a shortage of qualified mathematics teachers in California and that this shortage is associated with low student scores in mathematics.

Fetler, M. (1999). High school staff characteristics and mathematics test results. education policy analysis archives7, 9.

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.

An investigation of the effects of variations in mentor-based induction on the performance of students in California

Policy makers are concerned about reports of teacher shortages and the high rate of attrition among new teachers. Prior studies indicate that mentor-based induction can reduce the numbers of new teachers leaving schools or the profession

Fletcher, S., Strong, M., & Villar, A. (2008). An investigation of the effects of variations in mentor-based induction on the performance of students in California. Teachers college record110(10), 2271-2289.

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.

Effects of Systematic Formative Evaluation: A Meta-Analysis

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

Fuchs, L. S., & Fuchs, D. (1986). Effects of Systematic Formative Evaluation: A Meta-Analysis. Exceptional Children, 53(3), 199-208.

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.

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

Preparing for culturally responsive teaching

In this article, a case is made for improving the school success of ethnically diverse students
through culturally responsive teaching and for preparing teachers in preservice education
programs with the knowledge, attitudes, and skills needed to do this.

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education53(2), 106-116.

Investigating preservice teachers’ sense of reading efficacy

Nierstheimer, Hopkins, Dillon, and Schmitt (2000) reported increased efficacy for elementary
preservice teachers participating in a corrective reading methods course and pre-requisite
tutoring practicum. Likewise, Haverback and Parault's (2011) investigation of two field
experiences, tutoring and observing, on elementary preservice teachers' self-efficacy
showed that both groups reported growth in reading teacher efficacy. 

Giles, R. M., Kent, A. M., & Hibberts, M. (2013). Investigating Preservice Teachers’ Sense of Reading Efficacy. The Reading Professor35(1), 8.

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.

In school, teacher quality matters most. Education Next

FIFTY YEARS after the release of "Equality of Educational Opportunity"--widely known as the Coleman Report--much of what James Coleman and his colleagues reported holds up well to scrutiny. It is, in fact, remarkable to read through the 700-plus pages and see how little has changed about what the empirical evidence says matters. The report's conclusions about the importance of teacher quality, in particular, have stood the test of time, which is noteworthy, given that today's studies of the impacts of teachers use more-sophisticated statistical methods and employ far better data.

Goldhaber, D. (2016). In schools, teacher quality matters most: today's research reinforces Coleman's findings. Education Next16(2), 56-63.

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.

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.

Teacher preparation: Multiple federal education offices support teacher preparation for instructing students with disabilities and English language learners, but systematic department wide coordination could enhance this assistance

According to GAO’s survey results, most traditional teacher preparation programs at institutions of higher education nationwide required at least some training for prospective general classroom teachers on instructing students with disabilities and English language learners.

Government Accountability Office. (2009). Teacher preparation: Multiple federal education offices support teacher preparation for instructing students with disabilities and English language learners, but systematic departmentwide coordination could enhance this assistance (GAO-09-573)

Conditions for successful field experiences: Perceptions of CTs

In this study I have profiled the background experiences, academic preparation and perceptions of a small number of cooperating teachers in a secondary Professional Development School site about their experiences in successful practice. The results indicate that cooperating teachers have a depth of understanding of their role in the process and that they undertake the responsibility with clear expectations for the experience.

Graham, B. (2006). Conditions for successful field experiences: Perceptions of cooperating teachers. Teaching and teacher education22(8), 1118-1129.

What teacher preparation programs teach about K–12 assessment: A review.

This report provides information on the preparation provided to teacher candidates from
teacher training programs so that they can fully use assessment data to improve classroom
instruction. 

Greenberg, J., & Walsh, K. (2012). What Teacher Preparation Programs Teach about K-12 Assessment: A Review. National Council on Teacher Quality.

Training our future teachers: Classroom management. National Council on Teacher Quality.

In this new report from the National Council on Teacher Quality, we investigate the extent to which America’s traditional teacher preparation programs offer research-based strategies to their teacher candidates to help them better manage their classrooms from the start.

Greenberg, J., Putman, H., & Walsh, K. (2014). Training our future teachers: Classroom management. National council on teacher quality.

New Teacher Induction in Special Education

This paper examines general education literature reviews for the past decade and the special education literature related to: (a) the school and classroom conditions under which new special education teachers must perform and (b) induction for special education teachers.

Griffin, C., Winn, J., Otis-Wilburn, A., & Kilgore, K. (2003). New teacher induction in special education: Review of the literature. The Center on Personnel Studies in Special Education.

Supporting Principals in Implementing Teacher Evaluation Systems

With so much emphasis being placed on improving teacher performance, The National Association of Elementary School Principals and the National Association of Secondary School Principals have developed recommendations to support principals more effectively evaluate teachers.

Grissom, J. A., Loeb, S., & Master, B. (2013). Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals. Educational Researcher, 42(8), 433-444.

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

Newly Hired Teacher Mobility in Charter Schools and Traditional Public Schools: An Application of Segmented Labor Market Theory

This study draws on segmented labor market theory to examine the dynamics of the teacher labor market in charters and TPS, focusing on newly hired teachers. 

Gulosino, C., Ni, Y., & Rorrer, A. K. (2019). Newly Hired Teacher Mobility in Charter Schools and Traditional Public Schools: An Application of Segmented Labor Market Theory. American Journal of Education125(4), 000-000.

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.

Teachers leading educational reform: The power of professional learning communities

Teachers Leading Educational Reform explores the ways in which teachers across the world are currently working together in professional learning communities to generate meaningful change and innovation in order to transform pedagogy and practice. By discussing how teachers can work collectively and collaboratively on the issues of learning and teaching that matter to them, it argues that through collective action and collaborative agency, teachers are leading educational reform.

Harris, A., Jones, M., & Huffman, J. B. (Eds.). (2017). Teachers leading educational reform: The power of professional learning communities. Routledge.

Teacher training, teacher quality and student achievement

The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.

Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics95(7–8), 798-812.

 

 
Teacher Professional Development Spending Analysis Tool: Beta Version Users’ Guide

This tool is designed to assist schools track professional development cost.

Haslam, B., and Sinclair, B. (2008). CPRE’s School Finance Research: Fifteen Years of Findings. Consortium for Policy Research in Education.

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.

Visible learning: A synthesis of over 800 meta-analyses relating to achievement

Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

 

Visible learning: A synthesis of over 800 meta-analyses related to achievement.

This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. routledge.

Visible learning: A synthesis of over 800 meta-analyses related to achievement

 

Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.

 

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Visible learning

This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.

Hattie, J. (2009). Visible learning. A synthesis of over, 800.

Visible Learning for Teachers: Maximizing Impact on Learning

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

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.

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

Whatever name you give it, the PLC plays an important role

Learning communities serve a variety of education constituencies, beginning with grade-level or subject-matter teams, vertical-grade or subject-band teams, school leadership teams, cadres of principals, or teams of employees in district offices.

Hirsh, S. (2018). Whatever name you give it, the PLC plays an important role. The Learning Professional39(1), 8-9.

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

Evolution of the professional learning community: Revolutionary concept is based on intentional collegial learning

During the 1980s, our systems experienced team teaching and open classrooms. Educators began to talk about teachers' workplace and its effects on teachers' morale, knowledge and skills, and other characteristics.

Hord, S. M. (2008). Evolution of the professional learning community. The Learning Professional29(3), 10.

The model of the independent artisan in teachers’ professional relations.

This article explores the role and contribution of narrative interviews in educational research, by studying its application as data collecting technique in two different case studies: narrative interviews with directors of an academic college of education and with preschool teachers in Israel. The paper presents two case studies in which the narrative interview was used as a key methodological tool reflecting and describing the historical, cultural and educational contexts in which the subjects act, thus enabling a better understanding of the meaning of their behavior. 

Huberman, M. (1993). The model of the independent artisan in teachers’ professional relations. Teachers' work: Individuals, colleagues, and contexts, 11-50.

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.

Out-of-field teaching, educational inequality, and the organization of schools: An exploratory analysis

Contemporary educational theory holds that one of the pivotal causes of inadequate student achievement, especially in disadvantaged schools, is the inability of schools to adequately staff classrooms with qualified teachers. Deficits in the quantity of teachers produced and in the quality of preparation prospective teachers receive have long been singled out as primary explanations for underqualified teaching.

Ingersoll, R. (2002). Out-of-field teaching, educational inequality, and the organization of schools: An exploratory analysis.

These states are leveraging Title II of ESSA to modernize and elevate the teaching profession

Contemporary educational theory holds that one of the pivotal causes of inadequate student
achievement, especially in disadvantaged schools, is the inability of schools to adequately
staff classrooms with qualified teachers. Deficits in the quantity of teachers produced and in
the quality of preparation prospective teachers receive have long been singled out as
primary explanations for underqualified teaching.

Ingersoll, R. (2002). Out-of-field teaching, educational inequality, and the organization of schools: An exploratory analysis.

The impact of induction and mentoring programs for beginning teachers: A critical review of the research

This review critically examines 15 empirical studies, conducted since the mid1980s, on the effects of support, guidance, and orientation programs—collectively known as induction—for beginning teachers.

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of educational research81(2), 201-233.

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.

Teaching students and teaching each other: The importance of peer learning for teachers

Using longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we show that a teacher's students have larger achievement gains in math and reading when she has more effective colleagues.

Jackson, C. K., & Bruegmann, E. (2009). Teaching students and teaching each other: The importance of peer learning for teachers. American Economic Journal: Applied Economics1(4), 85-108.

Life in Classrooms.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

Jackson, P. W. (1990). Life in classrooms. Teachers College Press.

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.

 

Teacher Professional Learning In The United States: Case Studies Of State Policies And Strategies

This report examines the policy frameworks supporting high levels of professional development in four states.

Jaquith, A., Mindich, D., Wei, R. C., and Darling-Hammond, L. (2010). Teacher Professional Learning In The United States: Case Studies Of State Policies And Strategies, Summary Report. Stanford Center for Opportunity Policy in Education

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.

Principals leading successful organisational change: Building social capital through disciplined professional collaboration

The purpose of this paper is to focus on the way in which principals in different countries are securing successful organisational change through systematically building social capital. It argues that how a school works as a cohesive unit and how people collaborates will ultimately define organisational performance.

Jones, M., & Harris, A. (2014). Principals leading successful organisational change: Building social capital through disciplined professional collaboration. Journal of Organizational Change Management.

Efficacy of teacher‐implemented good behavior game despite low treatment integrity

The Good Behavior Game (GBG) is a well-documented group contingency designed to reduce disruptive behavior in classroom settings. However, few studies have evaluated the GBG with students who engage in severe problem behavior in alternative schools, and there are few demonstrations of training teachers in those settings to implement the GBG.

Joslyn, P. R., & Vollmer, T. R. (2020). Efficacy of teacher‐implemented Good Behavior Game despite low treatment integrity. Journal of applied behavior analysis53(1), 465-474.

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.

Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing

Identifying success in online teacher education and professional development.

This paper presents case study research that explores the dynamics and experience offered for a professor and learners participating in a hybrid-modeled classroom in teacher education. 

King, K. P. (2002). Identifying success in online teacher education and professional development. Internet and Higher Education5(3), 231–246.

 
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.

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.

High-Impact Instruction: A Framework for Great Teaching.

This book offers strategies that make a difference in student learning including: content planning, instructional practices, and community building.

Knight, J. (2013). High-impact Instruction: A Framework for Great Teaching. Corwin Press.

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.

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.

Teacher candidate apprenticeships: Assessing the who and where of student teaching

We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year.

Krieg, J. M., Goldhaber, D., & Theobald, R. (2020). Teacher candidate apprenticeships: Assessing the who and where of student teaching. Journal of Teacher Education71(2), 218-232.

Promising strategies to prepare new teachers in a COVID-19 world

The coronavirus disease 2019 (COVID-19) crisis will undoubtedly have dire consequences
for all sectors of public education. The rapid transition to remote modes of instruction in the
spring of 2020 and the subsequent anxiety about the start of the 2020–21 academic year
have highlighted the critical need for well-prepared educators.

Lachlan, L., Kimmel, L., Mizrav, E., & Holdheide, L. (2020). Advancing Quality Teaching for All Schools: Examining the Impact of COVID-19 on the Teaching Workforce. Center on Great Teachers and Leaders.

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.

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

National Board Certification as professional development: What are teachers learning?

This study investigated the National Board for Professional Teaching Standards'(NBPTS)
assessment process in order to identify, quantify, and substantiate learning outcomes from
the participants.

Lustick, D., & Sykes, G. (2006). National Board Certification as professional development: What are teachers learning? Education Policy Analysis Archives, 14(5), 1– 43. https://epaa.asu.edu/ojs/article/download/76/202

 
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.

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.

Classroom management that works: Research-based strategies for every teacher

How does classroom management affect student achievement? What techniques do 
teachers find most effective? How important are schoolwide policies and practices in setting 
the tone for individual classroom management? In this follow-up to What Works in Schools, 
Robert J. Marzano analyzes research from more than 100 studies on classroom 
management to discover the answers to these questions and more. He then applies these 
findings to a series of" Action Steps"--specific strategies.

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

 

Classroom Instruction That Works: Research Based Strategies For Increasing Student Achievement

This is a study of classroom management on student engagement and achievement.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. 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.

Evidence-based decision-making: A team effort toward achieving goals

Implementing evidence-based practices requires not only knowledge of various interventions and practices but also professional judgment in selecting and applying an intervention that best meets the needs of the child and the family.  Previous work on decision-making in evidence-based practices has focused on describing evidence-based practices, how the identification of evidence-based practices has affected the field of education (and, specifically, special education), and strategies for implementing evidence-based practices

McCollow, M. M., & Hoffman, H. H. (2020). Evidence-based decision-making: A team effort toward achieving goals. Young Exceptional Children23(1), 15-23.

McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers

McKeachie's Teaching Tips is a handbook designed to provide helpful strategies for dealing with both the everyday problems of teaching at the university level, and those that pop up in trying to maximize learning for every student. The suggested strategies are supported by research and are grounded in enough theory to enable teachers to adapt them to their own situations.

McKeachie, W. J., & Svinicki, M. (2006). Problem-based learning: Teaching with cases, simulations, and games. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers.

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.

Most classroom teachers feel unprepared to support students with disabilities.

Less than 1 in 5 general education teachers feel “very well prepared” to teach students with mild to moderate learning disabilities, including ADHD and dyslexia, according to a new survey from two national advocacy groups.

Mitchell, C. (2019, May 29). Most classroom teachers feel unprepared to support students with disabilities. Education Week.

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.

Teacher acquisition of functional analysis methodology

The current study examined methods for training teachers to use functional analysis methods.

Moore, J. W., Edwards, R. P., Sterling‐Turner, H. E., Riley, J., DuBard, M., & McGeorge, A. (2002). Teacher acquisition of functional analysis methodology. Journal of Applied Behavior Analysis35(1), 73-77.

Status of the American Public School Teacher, 2000-2001.

This report presents the results of the 2000-01 Status of the American Public School Teacher survey. This survey has been conducted every 5 years since 1956

National Education Association. (2003). Status of the American public school teacher, 2000-2001. NEA Professional Library.

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)

Teachers’ perceptions of their preparation for teaching linguistically and culturally diverse learners in rural eastern North Carolina

The number of English language learners (ELL) students in the US is increasing dramatically. Teachers were interviewed regarding their perceptions of their preparedness to teach English language learners in the mainstream classrooms. Findings revealed that teacher training programs have not prepared these individuals for the student population they face today regardless of the year in which they received their teaching licenses.

O'Neal, D. D., Ringler, M., & Rodriguez, D. (2008). Teachers’ perceptions of their preparation for teaching linguistically and culturally diverse learners in rural eastern North Carolina. The rural educator30(1).

CPRE’s School Finance Research: Fifteen Years of Findings

This paper examines school costs in relationship to student outcomes.

Odden. A. (2008). CPRE’s School Finance Research: Fifteen Years of Findings. Consortium for Policy Research in Education.

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.

Relating communication competence to teaching effectiveness: Implication for teacher education

This paper posits that teacher education should emphasize both content knowledge and communication skills. It follows up the contention by conceptualizing communication, exploring teacher communication competence, and finally suggesting the introduction of Teacher Communication Skills (TCS) course in the curricula of teacher education across levels.

Okoli, A. C. (2017). Relating Communication Competence to Teaching Effectiveness: Implication for Teacher Education. Journal of Education and Practice8(3), 150-154.

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.

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.

2020 teacher prep review: Clinical practice and classroom management.

For many students, school this year looks very different from the way it did in the past. The COVID pandemic has meant that large numbers of students are learning by Zoom instead of in classrooms, and schools are struggling to reach students who don’t have sufficient access to the internet or computers. In all this disruption, there is still one constant: the importance of effective, skilled teachers.

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.

A brief history of teacher professionalism

Our nation faces a daunting challenge in making sure that we have a sufficient supply of well-educated, well-prepared teachers for our children. There is surely widespread agreement that good teachers are vital to our future. However, there is not widespread agreement about how we accomplish this goal. Some propose that we raise standards for entry into the teaching profession, while others suggest that we lower unnecessary barriers.

Ravitch, D. (2003, August 23). A brief history of teacher professionalism. U. S. Department of Education, White House Conference on Preparing Tomorrow’s Teachers.

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.

How are they now? Longer term effects of eCoaching through online bug-in-ear technology.

In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology.

Rock, M. L., Schumacker, R. E., Gregg, M., Howard, P. W., Gable, R. A., & Zigmond, N. (2014). How are they now? Longer term effects of e coaching through online bug-in-ear technology. Teacher Education and Special Education37(2), 161-181.

Field placement schools and instructional effectiveness

Student teaching has long been considered a cornerstone of teacher preparation. One dimension thought to affect student teacher learning is the kinds of schools in which these experiences occur. Results suggest that better functioning school organizations with positive work environments make desirable settings for teacher learning and that preparation programs, and the districts they supply, would benefit from more strategically using these kinds of schools to prepare future teachers.

Ronfeldt, M. (2015). Field placement schools and instructional effectiveness. Journal of Teacher Education66(4), 304-320.

More or better student teachers

Drawing from data on over 1000 prospective teachers in a large urban district including pre and post-student teaching survey data, this study investigates whether lengthening student teaching improves teachers’ perceptions of instructional preparedness, efficacy, and career plans. The findings suggest that the duration of student teaching has little effect on teacher outcomes; however, the quality of student teaching has significant and positive effects.

Ronfeldt, M., & Reininger, M. (2012). More or better student teaching?. Teaching and teacher education28(8), 1091-1106.

Teacher collaboration in instructional teams and student achievement

This study draws upon survey and administrative data on over 9,000 teachers in 336 Miami-Dade County public schools over 2 years to investigate the kinds of collaborations that exist in instructional teams across the district and whether these collaborations predict student achievement. While different kinds of teachers and schools report different collaboration quality, we find average collaboration quality is related to student achievement.

Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal52(3), 475-514.

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.

Cumulative and residual effects of teachers on future student academic achievement.

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement.

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.

Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool.

This paper evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool. 

Schepis, M. M., Reid, D. H., Ownbey, J., & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of applied behavior analysis34(3), 313-327.

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).

Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis

Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type.

Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958–1995: A research synthesis. Exceptional children63(1), 59-74.

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/

The nature and effectiveness of peer feedback during an early clinical experience in an elementary education program.

Lack of communication between cooperating teachers and preservice teachers is one of the most commonly reported problems during field experiences. To provide more opportunity for feedback during preservice teachers' clinical experiences, a large elementary education program in a midwestern university implemented the use of peer feedback practices during an early clinical field experience with junior-level students placed in K-8 classrooms.

Shin, E. K., Wilkins, E. A., & Ainsworth, J. (2007). The nature and effectiveness of peer feedback during an early clinical experience in an elementary education program. Action in Teacher Education28(4), 40-52.

Teachers coaching teachers

This article describe teachers coaching teaching including the purpose, process, who should coach, and the effects of the coaching. 

Showers, B. (1985). Teachers coaching teachers. Educational leadership42(7), 43-48.

Initial validation of the Classroom Management Observation Tool

Effective classroom management is critical for student and teacher success. Because teachers receive limited preservice preparation and in-service support in classroom management, educational leaders (e.g., school psychologists, behavior coaches, mentor teachers, and administrators) need efficient and effective tools to identify teachers’ strengths and needs and to guide professional development.

Simonsen, B., Freeman, J., Kooken, J., Dooley, K., Gambino, A. J., Wilkinson, S., ... & Kern, L. (2020). Initial validation of the Classroom Management Observation Tool (CMOT). School Psychology35(3), 179.

The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices.

This study examines brief, targeted professional development (brief training, email prompting, and self-management) to improve teacher classroom management skills. The training focused on increasing the effective use of prompting, increased active student responding, and delivery of praise. 

Simonsen, B., Freeman, J., Myers, D., Dooley, K., Maddock, E., Kern, L., & Byun, S. (2019). The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices. Journal of Positive Behavior Interventions, 1098300719859615.

The impact of reflective practice on teacher candidates’ learning

Reflection is a high impact practice that develops teacher candidates’ learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical contemplation of actions in a real-world environment.

Slade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The Impact of Reflective Practice on Teacher Candidates' Learning. International Journal for the Scholarship of Teaching and Learning13(2), 15.

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.

Teacher-student Relationships.

This overview examines the available research on the topic of soft skills (personal competencies) commonly linked to effective teacher-student relationships.

States, J., Detrich, R. & Keyworth, R. (2018). Teacher-student Relationships Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/soft-skills-teacher-student-relationships

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.

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.

Teacher induction, mentoring, and retention: A summary of the research

This paper reviews the research literature on new teacher mentoring, focusing on issues of definition, why teachers quit, and the effects of mentoring on retention. 

Strong, M. (2005). Teacher induction, mentoring, and retention: A summary of the research. The New Educator1(3), 181-198.

Teacher induction, mentoring, and retention: A summary of the research

This paper reviews the research literature on new teacher mentoring, focusing on issues of definition, why teachers quit, and the effects of mentoring on retention. 

Strong, M. (2005). Teacher induction, mentoring, and retention: A summary of the research. The New Educator1(3), 181-198.

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.

The impact of distributed leadership on collaborative team decision making

There are many rationales for group, rather than individual, decision making. Theorized advantages include more information to contribute to the decision, more diverse perspectives to inform deliberation, and greater efficiency for implementation.

Supovitz, J. A., & Tognatta, N. (2013). The impact of distributed leadership on collaborative team decision making. Leadership and Policy in Schools12(2), 101-121.

Changes in teacher self-efficacy from the student teacher’s experience through the third year of teaching

The purpose of this study was to examine changes in teacher self–efficacy from the student teaching experience to the third year of teaching. The population was the entire cohort of student teachers from The Ohio State University.

Swan, B. G., Wolf, K. J., & Cano, J. (2011). Changes in teacher self-efficacy from the student teaching experience through the third year of teaching. Journal of Agricultural Education52(2), 128.

The effect of real-time visual performance feedback on teacher feedback: A preliminary investigation.

This study explored the effects of visual performance feedback (VPF) delivered in real-time using screen sharing technology on a discrete teacher practice (i.e., positive feedback) for four general education teachers in a middle school using a multiple baseline across teachers design.

Sweigart, C. A., Landrum, T. J., & Pennington, R. C. (2015). The effect of real-time visual performance feedback on teacher feedback: A preliminary investigation. Education and Treatment of Children38(4), 429-450.

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 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.

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.

Teacher efficacy: It’s meaning and measure

The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. 

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research68(2), 202-248.

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.

A review of research on the impact of professional learning communities on teaching practice and student learning

After an overview of the characteristics of professional learning communities (PLCs), this manuscript presents a review of 10 American studies and one English study on the impact of PLCs on teaching practices and student learning.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://www.psycholosphere.com/A%20review%20on%20research%20on%20the%20impact%20of%20PLCs%20on%20teaching%20practice%20&%20student%20learning%20by%20Vescio,%20Ross%20&%20Adams.pdf

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.

Productive teaching

This literature review examines the impact of various instructional methods

Walberg H. J. (1999). Productive teaching. In H. C. Waxman & H. J. Walberg (Eds.) New directions for teaching, practice, and research (pp. 75-104). Berkeley, CA: McCutchen Publishing.

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.

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.

How schools matter: The link between teacher classroom practices and student academic performance
Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.

 

Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12).

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

A meta-analysis of the effects of direct instruction in special education

Studies of the effectiveness of Direct Instruction programs with special education students 
were examined in a meta-analysis comparison. To be included, the outcomes had to be 
compared with outcomes for some other treatment to which students were assigned prior to 
any interventions. Not one of 25 studies showed results favoring the comparison groups. 
Fifty-three percent of the outcomes significantly favored DI with an average magnitude of 
effect of. 84 standard deviation units. The effects were not restricted to a particular handicapping condition, age group or skill area. 

White, W. A. T. (1988). A meta-analysis of the effects of direct instruction in special education. Education and Treatment of Children, 11(4), 364–374.

 

The Tough Kid Book: Practical Classroom Management Strategies

This book is a practical resource that educators from regular and special classrooms can use with children of any age who exhibit behavioral problems. 

Wilber, M. M. J. (1993). The Tough Kid Book: Practical Classroom Management Strategies by Ginger Rhode, William R. Jenson, and H. Kenton Reavis. Behavioral Disorders19(1), 79.

The nature and effectiveness of feedback given by cooperating teachers to student teachers

Effective feedback from cooperating teachers is a critical component of a successful student teaching experience. Unfortunately, few cooperating teachers are trained to provide specific feedback to their student teachers, and the lack of such communication is one of the most commonly reported problems among field experience students.

Wilkins‐Canter, E. A. (1997). The nature and effectiveness of feedback given by cooperating teachers to student teachers. The Teacher Educator32(4), 235-249.

Will the science of reading catch on in teacher prep?

For many decades, teacher educators were divided into two camps: those who favored whole language, characterized by the idea that reading is a natural process gained through exposure to authentic texts, and those who believed in systematic phonics instruction, which is the explicit teaching of sound-letter relationships.

Will, M. (2019). Will the science of reading catch on in teacher prep. Education Week.

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.

The Cost-Effectiveness of Five Policies for Improving Student Achievement

This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.

Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation, 28(4), 416-436.

Contemporary legal issues in special education

This book represents the contributions of prominent researchers, teacher educators, policy makers, teachers, and parents on current and emerging issues facing the field of special education, and their critical thinking on how to ensure that students with disabilities receive free appropriate education in the least restrictive environment.

Yell, M. L., Drasgow, E., Bradley, R., & Justesen, T. (2004). Contemporary legal issues in special education. Critical issues in special education: Access, diversity, and accountability, 16-37.

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).

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).

Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis.

The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students’ disruptive and off-task behavior as well as prevent students’ problem behaviors from occurring. 

Zoder-Martell, K. A., Floress, M. T., Bernas, R. S., Dufrene, B. A., & Foulks, S. L. (2019). Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis. Journal of Applied School Psychology, 1-30.

A Case Study Of Professional Development Expenditures At A Restructured High School.
This paper examines professional development spending at a restructured urban high school using information from budget and planning documents and interviews with school and district personnel.
Archibald, S., & Gallagher, H. A. (2002). A Case Study of Professional Development Expenditures at a Restructured High School. education policy analysis archives, 10(29), n29.
A comparison of procedural variations in teaching behavior chains: Manual guidance, trainer completion, and no completion of untrained steps
This study compares teaching a sequence of responses through forward chaining.
Bancroft, S. L., Weiss, J. S., Libby, M. E., & Ahearn, W. H. (2011). A comparison of procedural variations in teaching behavior chains: Manual guidance, trainer completion, and no completion of untrained steps. Journal of applied behavior analysis, 44(3), 559-569.
Teacher Professional Development in 1999-2000: What Teachers, Principals, and District Staff Report
This survey addresses how professional development is organized and managed, what kinds of activities were available to teachers, and which ones increase participation.
Choy, S. P., Chen, X., & Bugarin, R. (2006). Teacher professional development in 1999-2000: What teachers, principals (pp. 2006-305). and district staff report.
A Research-to-Practice Brief Toward the Effective Teaching of New College- and Career-Ready Standards: Making Professional Learning Systemic
The purpose of this brief is to describe the elements necessary to align state-level policies and practices to develop a more effective professional development for teachers that is less fragmented and more coherent, more relevant, and better differentiated.
Coggshall, J. G. (2012). Toward the Effective Teaching of New College-and Career-Ready Standards: Making Professional Learning Systemic. Research-to-Practice Brief. National Comprehensive Center for Teacher Quality.
Generating Teaching Effectiveness: The Role of Job-Embedded Professional Learning in Teacher Evaluation
The purpose of this brief is to support the efforts of state and district leaders in designing and implementing teacher evaluation.
Coggshall, J. G., Rasmussen, C., Colton, A., Milton, J., & Jacques, C. (2012). Generating Teaching Effectiveness: The Role of Job-Embedded Professional Learning in Teacher Evaluation. Research & Policy Brief. National Comprehensive Center for Teacher Quality.
Helping Teachers Teach Well: Transforming Professional Development
This policy brief reviews the research on professional development and what needs to be done to improve the practice.
Corcoran, T. B. (1995). Helping teachers teach well: Transforming professional development (No. 16). New Brunswick, NJ: Consortium for Policy Research in Education.
Job-Embedded Professional Development: What It Is, Who Is Responsible, and How to Get It Done Well.
This study tries to answer the questions; What is job-embedded professional development? What learning opportunities are job embedded? How job-embedded professional development improves teaching and learning outcomes? And what does the research say about it?
Croft, A., Coggshall, J. G., Dolan, M., & Powers, E. (2010). Job-Embedded Professional Development: What It Is, Who Is Responsible, and How to Get It Done Well. Issue Brief. National Comprehensive Center for Teacher Quality.
Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation
This study presents the findings for implementing a professional development program in mathematics in schools.
Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Walters, K., Song, M., ... & Doolittle, F. (2010). Middle School Mathematics Professional Development Impact Study: Findings After the First Year of Implementation. NCEE 2010-4009. National Center for Education Evaluation and Regional Assistance.
2011 State Teacher Policy Yearbook: National Summary
This is a national analysis of each state’s performance against and progress toward a set of 36 specific, research-based teacher policy goals aimed at helping states build a comprehensive policy of teacher effectiveness.
Jacobs, S., Brody, S., Doherty, K, and Michele, K. (2011). 2011 State Teacher Policy Yearbook: National Summary. National Council on Teacher Quality.
TITLE
SYNOPSIS
Association for Supervision and Curriculum Development (ASCD)
This organization develops and delivers innovative programs, products, and services to educators in support student learners with a focus on professional development support.
Bellwether Education Partners
Bellwether Education Partners is a nonprofit dedicated to helping education organizations in the public, private, and nonprofit sectors.
Calder: Longitudinal Data in Education Research
CALDER is a National Research and Development Center that utilizes longitudinal state and district data on student and teachers to examine the effects of real policies and practices on the learning gains of students over time.
Center for Education Policy Analysis (CEPA)
CEPA is a research center focusing education policy issues including Poverty and Inequality; Federal and State Education Policy; Technological Innovations in Education; and Teaching and Leadership Effectiveness.
Center for Educational Leadership
The Center for Educational Leadership provides research and training in teaching effectiveness and school leadership.
Center on Great Teachers and Leaders

The Center on Great Teachers and Leaders (GTL Center) is dedicated to supporting state education leaders in their efforts to grow, respect, and retain great teachers and leaders for all students.

Center on Teaching and Learning (CTL)
CTL is research center that conducts and disseminates research that focuses on practical solutions to serious problems in school systems.
Council of Chief State School Officers (CCSSO)
CCSSO is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, provides leadership, advocacy, and technical assistance on major educational issues.
Education Week
This organization is a source of news, information, and analysis on American education
Education Writers Association (EWA)
EWA is a professional organization of members of the media who cover education at all levels.
EducationNews.org
EducationNews provides the latest daily coverage from U. S. and world media publications, commentaries and reports are featured and include comprehensive views on education issues from all sides of the political spectrum.
Hechinger Report | Common Core
The Hechinger Report is an independent, nonprofit newsroom that covers inequality and innovation in education with in-depth journalism.
Joyce Foundation
The Joyce Foundation invests in and focuses on today's most pressing problems while also informing the public policy decisions critical to creating opportunity and achieving long-term solutions. The work is based on sound research and is focused on where it can add the most value.
K-12 Education: Gates Foundation
K-12 Education works to make sure tools, curriculum, and supports are designed using teacher insights.
National Commission on Teaching & America's Future (NCTAF)
NCTAF is a bipartisan endeavor to engage experienced policymakers and practitioners in researching the entrenched national challenge of recruiting, developing, and retaining teachers.
National Council on Teacher Quality (NCTQ)

The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.

Stanford Center for Opportunity Policy in Education (SCOPE)
The Stanford Center for Opportunity Policy in Education (SCOPE) was founded in 2008 to foster research, policy, and practice to advance high quality, equitable education systems in the United States and internationally.
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