Resources

Does Teacher Professional Development Have Effects on Teaching and Learning? Analysis of Evaluation Findings from Programs for Mathematics and Science Teachers in 14 States

CCSSO conducted a study of teacher professional development programs in mathematics and science through a grant from the National Science Foundation. The study analyzed the quality of programs in relation to recent research evidence, and examined the extent to which evaluations of the programs found measurable effects on teaching and learning. The study is intended to assist education leaders in all states by providing research evidence concerning the characteristics of professional development in mathematics and science that produces positive effects with teachers.

• PublicationEffects of Teacher Professional Development Gains in Student Achievement: How Meta Analysis Provides Evidence Useful to Education Leaders
• PublicationState Policy Implications of the Model Core Teaching Standards
• PublicationEducational Leadership Policy Standards: ISLLC 2008 as Adopted by the National Policy Board for Educational Administration
• PublicationTRANSFORMING EDUCATION: Delivering on Our Promise to Every Child
• PublicationFrequently Asked Questions (FAQ) for the InTASC Model Core Teaching Standards
• PublicationPerformance Expectations and Indicators for Education Leaders for Education Leaders
• PublicationMathematics & Science Education Task Force Executive Summary, 2006
• PublicationMathematics & Science Education Task Force Recommendations, 2006
• Publication50-State Analysis of the Prepartion of Teachers and the Conditions for Teaching: Results from the NCES Schools and Staffing Survey
• InTASC Research Synthesis