Teacher Professional Development

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

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)

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.

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.

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 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.

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.

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

This review examines the effectiveness of teacher induction.

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.