The Future Ready District: Professional Learning Through Online Communities of Practice and Social Networks to Drive Continuous Improvement
The U.S. Department of Education Office of Educational Technology published this brief that summarizes research on the role of online communities of practice and social networks in supporting the professional performance of educators.
U.S. Department of Education. (2014, November). The Future Ready District: Professional Learning Through Online Communities of Practice and Social Networks to Drive Continuous Improvement. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/11/Section7-FutureReadyDistrictBrief-Final.pdf.
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.
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.
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. Our research suggests that despite enormous and admirable investments of time and money, we are much further from that goal than has been acknowledged, and the evidence base for what actually helps teachers improve is very thin.
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.
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.
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”. The book include: Strategies that teachers, instructional coaches, teams, and administrators can use to get the most out of using video, Tips for ensuring that video recordings are used in accordance with ethical standards and teacher/student comfort level, and protocols, data gathering forms, and many other tools to get the most out of video observations and coaching.
Knight, J. (2013). Focus on teaching: Using video for high-impact instruction. (Pages 8-14). Thousand Oaks, CA: Corwin.
An Analysis of Professional Development Spending in Four Districts Using a New Cost Framework
This paper examines the costs associated with teacher professional development. This paper conducts a literature review of professional development expenditures, includes an analysis from four districts, and conclusions from this research.
Miles, K. H., Odden, A., Archibald, S., Fermanich, M., & Gallagher, A. (2002). An analysis of professional development spending in four districts using a new cost framework. Working Paper, Madison: University of Wisconsin-Madison, Wisconsin Center for Educational Research, Consortium for Policy Research in Education.
Of Edward Tufte’s books, this is the most design oriented. It provides examples using maps, charts, scientific presentations, diagrams, computer interfaces, statistical graphics and tables, stereo photographs, guidebooks, courtroom exhibits, timetables, use of color, and a pop-up to illustrate his points on the effective use of visual mediums to communicate the meaning of data and impart important messages.
Tufte, E. R. (1990). Envisioning Information (1990). Cheshire, CT: Graphics press.
The Visual Display Of Quantitative Information
This is the first book from Edward Tufte and it lays out his theories and rules that are the basis for the effective display of information and data to maximize communication.
Tufte, E. R. (2001). The visual display of quantitative information. Edition 2 (Vol. 2). Cheshire, CT: Graphics press.
Visual Explanations: Images And Quantities, Evidence And Narrative
This third book by Edward Tufte is a guide on how to more effectively communicate information visually. It offers examples of poorly presented information and the dire consequences that can result from mediocre and inadequately thought out presentations. It provides concrete samples of effective ways to present statistics and tips one can use to avoid many of the pitfalls of powerpoint presentations.
Tufte, E. R., & Weise Moeller, E. (1997). Visual explanations: images and quantities, evidence and narrative (Vol. 36). Cheshire, CT: Graphics Press.
Designing Online Communities of Practice for Educators to Create Value
The U.S. Department of Education Office of Educational Technology published this report that details the results of exploratory research on how to design and manage online communities of practice for educators.
U.S. Department of Education. (2014, April). Designing Online Communities of Practice for Educators to Create Value. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/10/Exploratory-Research-on-Designing-Online-Communities-FINAL.pdf.
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.
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).
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.
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 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.
School Improvement Research Series: Staff Development
This report offers a synthesis of findings from research studies which have identified effective classroom and school level disciplinary practices.
Cotton, K. (2001). School Improvement Research Series. School wide and Classroom Discipline
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.
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.
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.
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.
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.
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.
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.
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.
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
Current Research Professional Development: An Effective Research-Based Model
This report focuses on issues of research to practice for the professional development of teachers of mathematics.
Loucks?Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School science and mathematics, 99(5), 258-271.
Building a Learning Community: A Tale of Two Schools.
This study uses survey data of a Professional Learning Community training program of two schools in order to trace the factors associated with the implementation of the practice.
Mindich, D., & Lieberman, A. (2012). Building a Learning Community: A Tale of Two Schools. Stanford Center for Opportunity Policy in Education.
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.
What makes professional development effective? Strategies that foster curriculum implementation.
This study is an inquiry into a science program to examine the effects of different characteristics of professional development on teachers’ knowledge and their ability to implement the program.
Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958.
Evidence-Based Teaching: A Practical Approach
This book offers a thorough array of practical teaching methods backed by rigorous research to have the greatest effect along with practical techniques to apply these in actual classroom settings.
Petty. G. (2009). Evidence-Based Teaching: A Practical Approach. Nelson Thornes, Cheltenham, United Kingdom.
Research Synthesis: Does evidence suggest that some teachers are significantly more effective than others at improving student achievement?
This report looks at the evidence behind the proposition that some teachers are more effective than other teachers.
Prince, C., Koppich, et al., (2007). Research Synthesis: Does evidence suggest that some teachers are significantly more effective than others at improving student achievement? Center for Education Compensation
Improving Performance: How To Manage The White Space On The Chart
Improving Performance has been a pivotal book in the creation of the performance management movement by showing how to bridge the gap between organization strategy and the individual. It can be used as guide for principals to link planning to action, implementation of organization change, and offering ways to redesign processes to overcome obstacles that impede implementation.
Rummler, G. A., & Brache, A. P. (2012). Improving performance: How to manage the white space on the organization chart. John Wiley & Sons.
Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation
This study looks at four factors for effective generalization a newly acquired teaching skills across time and settings.
Scheeler, M. C. (2008). Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation. Journal of Behavioral Education, 17(2), 145-159.
Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis
This study of staff development is a meta-analysis of nearly 200 research studies, plus a review of the literature.
Showers, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational leadership, 45(3), 77-87.
Professional Learning in The United States Trends And Challenges Part II of a Three-Phase Study
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.
Wei, R. C., Darling-Hammond, L., & Adamson, F. (2010). Professional development in the United States: Trends and challenges. Dallas, TX: National Staff Development Council.