A program intended to boost student achievement by providing teachers two years of professional development, including formal training sessions and meetings with a leadership coach, is showing early signs of success.
A program that provides middle-career teachers with two years of professional development, including formal training sessions and meetings with a leadership coach, is showing promising results on student achievement. Also, program participants are mentoring other teachers.
The purpose of this study was to develop and test the viability of a conceptual framework for analyzing mathematics instruction and mathematics teacher development within the context of policies regarding district-wide adoption of curriculum.
With summer now underway, RAND's Catherine Augustine hosted an "Ask Me Anything" session on Reddit, answering questions about year-round schooling, how to get the most out of summer learning programs, and more.
This article examines what constitutes, contributes to, and is associated with high-quality coaches and coaching. Authors find that coaches generally held many of the qualifications recommended by state and national experts and principals and teachers rated their coaches highly on many indicators of quality. However, several common concerns about recruiting, retaining, and supporting high-quality coaches emerged.
Child care studies that have examined links between teachers' qualifications and children's outcomes often ignore teachers' and children's transitions between classrooms at a center throughout the day and only take into account head teacher qualifications.
Through its positive influence on teachers' classroom practices and their students' learning, effective professional learning of teachers is an important condition for school improvement. The concept of dissonance between values and practice is a strong theme in the findings and for policy development.
This study analyzed three different middle school mathematics formative assessment programs, examining how features of each program were associated with the information they provided to teachers and the manner in which teachers used the information.
Results from a structural equation modeling process of 1,126 teacher survey responses in England show that schools have an orientation to learning that includes beliefs about learning, systems and supports for learning, and collective capacity for learning.
The analysis indicates that while the professional development of teachers in England is generally ineffectual and lacks school level systems and supports, the professional development and supports for professional learning by teachers in high performing schools display many of the characteristics associated with effective professional learning.
The paper also explores the barriers to access to high quality CPD that exist for teachers at both the individual and school levels. Data for the analyses presented were collected as part of the nationally representative, "Schools and Continuing Professional Development in England--State of the Nation" research study which was funded by the Training and Development Agency for Schools (TDA).
This article focuses on the planning and organisation of teachers' continuous professional development as part of the nationally representative "Schools and Continuing Professional Development in England--State of the Nation" research study (SoNS), commissioned by the Training and Development Agency for ...