Elementary teachers were more likely than high school teachers to report that standards-related professional development had extensive impact on their teaching practices¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Between 70 and 80 percent of elementary teachers in both response groups said standards-related PD had very much or to a great extent led to teachers encouraging students to explain their thinking, versus around 60 percent of high school teachers. → Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe 2018

Evidence¶

Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe 2018¶

Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe. (2018). Getting Ready for the Common Core State Standards: A 2016 Update. UChicago Consortium on School Research. https://consortium.uchicago.edu/publications/getting-ready-common-core-state-standards-experiences-cps-teachers-and-administrators

q2 · i? · associational · r2

First-time 2016 survey questions asked the extent to which standards-related PD influenced teaching practices. "Between 70 and 80 percent of elementary teachers" reported strong impact on encouraging students to explain their thinking and on student communication time; 60-70 percent reported strong impact on challenging tasks and curricular coherence, with high school figures lower (around 60 percent and 40-60 percent).

"Between 70 and 80 percent of elementary teachers in the ELA and math response groups described the impact that their standards-related professional development had on teachers' encouraging students to explain their thinking"

Discussion¶

Related Claims¶

• Despite very different district implementation strategies for ELA and math, 2016 survey responses showed few differences between teachers responsible for each set of standards — related
• Elementary teachers were much more likely than high school teachers to report the CCSS would have a great deal of impact on teaching and learning in 2016 — related
• Teachers reported feeling more familiar with and more prepared to teach the CCSS in 2016 than in 2015, with elementary and ELA-group teachers higher than high school and math-group teachers — related
• In elementary grades, students in schools with extensive standards-related professional development reported significantly larger improvements in academic demand, rigor, instructional clarity, and teacher support than students in schools with limited professional development — related
• Teachers in 2016 were far less likely than administrators in 2015 to report that unaligned assessments, insufficient collaboration time, or inadequate PD were major barriers to CCSS implementation — related
• Teachers reporting better professional development and curricular coherence have better instructional practices than other teachers in their school — related
• Coherence is theorized to assist teacher effectiveness through coordinated professional development and collaborative work on clear goals — a broader claim this one bears on
• Teachers who need the strongest support receive less high-quality professional development: high school, beginning elementary, and large-school teachers — related
• Most field-test teachers report curriculum-based professional learning prepared them for distinctive OpenSciEd pedagogy, with mixed results on standards beliefs — related
• Most coaches rate their professional development as effective, and administrators describe it as tailored, timely, and multi-year — related
• Selecting a few focal Standards for Mathematical Practice at a time was more productive for teacher PD than studying all SMPs simultaneously — related
• Most ILC workshop participants report that the experience influenced their curriculum, instruction, assessments, engagement, and student learning to a great extent — related
• Math course passing rates improved significantly more in elementary schools with extensive professional development, while course grades improved at similar rates across PD levels — related
• Around half of teachers reported meeting in grade-level teams at least weekly and observing colleagues' classrooms at least quarterly to implement the CCSS — related