The Council has initiated a new project to assist states in improving evaluations of the quality of professional development for teachers, and especially evaluations for programs and activities aimed toward improving teaching of K-12 mathematics and science. The current policy emphasis on improving the quality of professional development for teachers is driven by the demand for highly qualified teachers in every classroom and the need to upgrade knowledge and skills of teachers for standards-based instruction. States have strongly expressed a need for effective evaluation designs that will measure impact as well as inform program developers about effective practices. CCSSO is studying current professional development programs for teachers across the states in relation to research-based characteristics of high quality, effective activities and methods of evaluation. States will receive practical guidance, tools, and recommendations from our review of best practices and studies of program impact using scientifically based evidence.
Cross-State Study of Quality Math and Science Professional Development
The CCSSO work on this project is initially supported by a grant from the National Science Foundation. The study objectives are to: identify high-quality professional development programs that meet criteria established by research, and then, report on the effects of the identified programs on improving teaching and learning in math and science. To help guide the project, CCSSO has involved leaders of math and science professional development from 15 states as well as specialists in professional development research and evaluation. Year 2 results from the study are now available —
Cross-State Analysis of Evaluations of Professional Development for Mathematics and Science Teachers
This final report covers the review of 41 evaluation studies from a sample of 25 professional development initiatives across the U.S. The report primarily addresses evaluation findings from professional development activities conducted during the period 2004 through 2007. Among the key findings are
- One-third of evaluation studies reported measurable effects of teacher professional development;
- Significant effects of professional development programs for teachers of math and science were found when the programs include focus on content knowledge in the math and science subject areas plus training and follow-up pedagogical content knowledge;
- One-third of the programs reviewed did have well-developed evaluations that produced findings with measurable effects on student achievement or change in instructional practices;
- Smaller programs typically had to choose a few measures and methods of evaluation; and
- Measurement of change in teaching practices in the classroom is a promising outcome worthy of further use and expansion to other PD studies.
Other findings and recommendations to states education leaders can be found in the complete report, available here.
For previous reports click here.
Related Resources:
Meetings
Workshop for State Leader and Evaluators of Teacher Professional Development - Washington, DC, April 24-25, 2008
