Professional Development (Inservice)

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

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

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.

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.

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.

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.

Teacher preparation began in the mid-19th century with the normal school, a 2-year course of study that prepared candidates for teaching. This model remained unchanged until the early 20th century, when universities created the undergraduate model, which currently predominates.

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.

This analysis compares the effectiveness of staff development methods that include, didactic presentation, modeling, practice with feedback, and coaching.

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

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

Three 8th grade English teachers participated in this single-case multiple baseline experiment. These teachers were observed daily during classes that were inclusive to students with disabilities. Observations were conducted using the Classroom Teaching Scan (www.classroomteachingscan.com/ctscan/). Within the Classroom Teaching Scan, a checklist of quality indicators for modeling was the primary dependent variable. Additionally, observations were scored using the Protocol for Language Arts Teaching Observations (PLATO, 2017). Participating students responded to curriculum-based measurement writing prompts throughout the study.

Minor changes in performance on the PLATO and CBM measures were demonstrated. However, these measures were descriptive in nature, not experimental. Therefore, more research over a sustained period of time is necessary to determine the effect of this professional development package on distal measures of teacher quality and student outcomes.

The primary research questions that drove this study are as follows: (1) To what extent can PBPD help teachers gain knowledge and implement EBCM practices? (2) To what extent does teachers’ use of EBCM practices maintain after the PBPD? (3) To what extent does student engagement increase after a teacher attended EBCM PBPD? (4) To what extent do self-reports of novice teacher efficacy and burnout change after completing EBCM PBPD?