Professional Development

Overview

Recent research suggests that the quality of a teacher is the most important predictor of student success (Darling-Hammond, 1998). A Tennessee study (Haycock, 1998) discovered that low-achieving students increased their achievement level by as much as 53% when taught by a highly effective teacher. The sequence of teachers to which students were assigned also seemed to have an effect.

Professional Development Is Needed

McQueen (1999) states that four out of five teachers say they are not prepared to teach in today’s schools. Almost one-third are teaching outside their subject area. “In 1998, the U.S. Department of Education found that fewer that 75% of America’s teachers could be considered fully qualified (that is, have studied child development, learning, and teaching methods; hold a degree in their subject areas; and have passed state licensing requirements)” (Schargel & Smink, 2001, p. 143).

The National Board for Professional Teaching Standards (NBPTS) (1999) identified five characteristics of high-quality teachers:

  • Teachers are committed to students and their learning;
  • Teachers know the subjects they teach and how to teach those subjects to students;
  • Teachers are responsible for managing and monitoring student learning;
  • Teachers think systematically about their practice and learn from experience; and
  • Teachers are members of learning communities.

What Is Professional Development?

Almost all school districts have some type of professional development for their teachers. The problem is that very few of these activities are effective in changing teaching practices. Most professional development is fragmented and short-term, and rarely focused on curriculum for students. State and local recertification or continuing education requirements are very broad; and in many cases, the experiences do not have to be relevant to curriculum content or teaching practice (Cohen & Hill, 1998; Hirsch, Koppich, & Knapp, 1998). Only 30% of teachers participated in professional development activities that required in-depth study of a specific field (Hirsch, Koppich, & Knapp, 1998). Content and duration are very important for effective professional development.

Impact of Professional Development

Haycock (1998) discovered that low-achieving students increased their achievement level by as much as 53% when taught by a highly effective teacher.

Wenglinsky (2000) found that certain types of professional development may have an impact on student achievement. Students whose teachers receive professional development in working with different student populations are 107% of a grade level ahead of their peers in math. Students whose teachers receive professional development in higher-order thinking skills are 40% of a grade level ahead of students whose teachers lack such training in mathematics. Students whose teachers receive professional development in laboratory skills are 44% of a grade level ahead of those whose teachers lack such training in science (p. 26).

Professional development can bridge some of the gaps in education for classroom teachers.

Key Elements of Successful Professional Development Programs

Professional development can have an impact on student achievement. The Council for School Performance (1998) has identified the following characteristics of effective professional development programs:

  • Long-term programs embedded in the school year;
  • Active learning activities such as demonstration, practice, and feedback;
  • Collaborative study of student learning; and
  • Administrative support for continuing collaboration to improve teaching and learning.

Darling-Hamond (1998) makes a strong argument for quality professional development by stating that each dollar spent on improving teachers’ qualifications nets greater gains in student learning than any other use of an education dollar. Professional development is a valuable tool in improving teacher competency, but it cannot stand alone. It is most effective when used in conjunction with the other 14 strategies (Reimer, 2004).

References

  • Cohen, D. K., & Kill, H. C. (1998). State policy and classroom performance: Mathematics reform in California. CPRE Policy Brief No. RB-27. Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania.
  • Council for School Performance. (1998). Staff development and student achievement: Making the connection in Georgia schools. Atlanta: School of Policy Studies, Georgia State University.
  • Darling-Hammond, L. (1998). Investing in quality teaching: State-level strategies, 1999. Denver: Education Commission of the States.
  • Haycock, K. (1998). Good teaching matters. Washington, DC: Education Trust.
  • Hirsch, E., Koppich, J. E., & Knapp, M. S. (1998). What states are doing to improve the quality of teaching: A brief review of current patterns and trends. Seattle: The Center for the Study of Teaching and Policy, University of Washington.
  • National Board for Professional Teaching Standards. (1999). What teachers should know and be able to do. Retrieved June 6, 2002, from: nbpts.org.
  • McQueen, A. (1999). Survey: Teachers feel unprepared for specialties. Minneapolis, MN: Star Tribune.
  • Reimer, M. S. (2004). Professional development. In F. P. Schargel & J. Smink (Eds), Helping Students Graduate: A Strategic Approach to Dropout Prevention (pp. 187-196). Larchmont, NY: Eye on Education.
  • Schargel, F. P., & Smink, J. (2001). Strategies to Help Solve our School Dropout Problem. Larchmont, NY: Eye on Education.
  • U.S. Department of Education. (1998). Promising practices: New ways to improve teacher quality. Washington, DC: Author.
  • Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Retrieved July 17, 2006, from:www.ets.org/Media/Research/pdf/PICTEAMAT.pdf.

Professional Development Resources

NDPC Materials 

The 15 Effective Strategies for Dropout Prevention Online Courses: Overview Course . (2017). National Dropout Prevention Center/Network.

The 15 Effective Strategies for Dropout Prevention Online Courses: Professional Development . (2017). National Dropout Prevention Center/Network.

Creating a Trauma-Informed Care School . (2017). Solutions to the Dropout Crisis .

Systemic and Professional Development Approach to Dropout Prevention . (2016). Solutions to the Dropout Crisis .

Making Sense of the Evidence: A Review of Dropout Prevention Strategies . (2014). Solutions to the Dropout Crisis .

McGrane, G. (2011).  Building Authentic Relationships With Youth At Risk . Professional Development Series .

The 15 Effective Strategies for Dropout Prevention . (2011). Solutions to the Dropout Crisis .

Promoting Powerful Professional Learning to Advance Student Achievement . (2010).  Solutions to the Dropout Crisis .

Building Authentic Relationships with Youth At Risk . (2009).  Solutions to the Dropout Crisis .

Call Me MISTER . (2009).  Solutions to the Dropout Crisis .

Improving Reading for Academic Success: Strategies for Enhancing Adolescent Literacy . (2009).  Solutions to the Dropout Crisis .

Policies and Practices Related to Student Failure and Dropping Out: Tools and Resources . (2008).  Solutions to the Dropout Crisis .

The Role of the Principal in Dropout Prevention . (2008).  Solutions to the Dropout Crisis .

Hammond, C., Smink, J., & Drew, S. (2007).  Dropout risk factors and exemplary programs: A technical report . National Dropout Prevention Center.

Smink, J., & Schargel, F. P. (Eds.). (2004).  Helping Students Graduate: A Strategic Approach To Dropout Prevention . Larchmont, NY : Eye On Education.

Publications

Non-Regulatory Guidance for Title II, Part A: Building Systems of Support for Excellent Teaching and Leading . US Department of Education. (2016).

Gail M. Sullivan, MD, M. P. H., & Richard Feinn, P. D. (2012).  Using Effect Size—or Why the P Value Is Not Enough . Journal of Graduate Medical Education , 4(3), 279–282.

A Powerful New Definition for Professional Development . (2010).

Hirsh, S. (2009).  A New Definition   . Journal of Staff Development , 30(4), 10-16.

Rethinking Professional Development: Comprehensive Approaches to Ensuring Effective Teaching . (2009).

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008).  Evidence-based Practices in Classroom Management: Considerations for Research to Practice     . Education and Treatment of Children , 31(3), 351-380.

Consider These Critical Questions to Strengthen Your School Improvement Plan     . (2006).  Journal of Staff Development , 27(4), 59-60.

Sparks, D. (2002).  Designing powerful professional development for teachers and principals     . Oxford, OH : National Staff Development Council.

Garet, M., 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.

Miles, K. H., & Hornbeck, M. (2001).  Getting to the heart of school improvement: Integrating professional development spending in the Cincinnati Public Schools     .

Mizell, H. (2001).  How to Get There from Here . Journal of Staff Development , 22(3)

Peixotto, K., & Fager, J. (1998).  High-quality professional development: An essential component of successful schools . Portland, OR : Northwest Regional Educational Laboratory (NREL).

What Work Requires of Schools: A SCANS Report for America 2000  . (1991) US Department of Labor.

Websites

Computer Science Teachers Association (CSTA) Presentations  downloadable presentations dealing with CSTA’s purpose, projects, and partnerships, given at conferences across the country

National Forum to Accelerate Middle-Grades Reform  an alliance of educators, researchers, national associations, and officers of professional organizations and foundations committed to promoting the academic performance and healthy development of young adolescents

National Middle Schools Association (NMSA)  the only national education association dedicated exclusively to the growth of middle level education

National Staff Development Council (NSDC)  founded in 1969; the largest nonprofit professional association committed to ensuring success for all students through staff development and school improvement

Schools to Watch  criteria identified by the National Forum to describe high-performing schools that serve students in the middle grades

Status of Professional Learning

Study Design 101 – Meta-Analysis

What is a meta-analysis?

Professional Development – Related Webcasts

Archived Solutions to the Dropout Crisis webcasts are available at the links below. 

Building Authentic Relationships with Youth At Risk . (2009). Solutions to the Dropout Crisis .

Call Me MISTER . (2009). Solutions to the Dropout Crisis .

Creating a Trauma-Informed Care School . (2017). Solutions to the Dropout Crisis .

The 15 Effective Strategies for Dropout Prevention . (2011). Solutions to the Dropout Crisis .

Improving Reading for Academic Success: Strategies for Enhancing Adolescent Literacy . (2009). Solutions to the Dropout Crisis .

Making Sense of the Evidence: A Review of Dropout Prevention Strategies . (2014). Solutions to the Dropout Crisis .

Policies and Practices Related to Student Failure and Dropping Out: Tools and Resources . (2008). Solutions to the Dropout Crisis .

Promoting Powerful Professional Learning to Advance Student Achievement . (2010). Solutions to the Dropout Crisis .

The Role of the Principal in Dropout Prevention . (2008). Solutions to the Dropout Crisis .

Systemic and Professional Development Approach to Dropout Prevention . (2016). Solutions to the Dropout Crisis .

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