Professional development from CHSRI and CPS is valued by some small-school staff but viewed by others as irrelevant, hard to schedule, and poorly connected to school needs¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Professional development is appreciated by some staff while others want input into its selection and alignment with school priorities. → Sporte 2004

Evidence¶

Sporte 2004¶

Sporte, S. E., Kahne, J., & Correa, M. (2004). Notes from the Ground: Teachers, principals, and students' perspectives on the Chicago High School Redesign Initiative, year two. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/notes-ground-teachers-principals-and-students-perspectives-chicago-high-school-redesign

q2 · i? · qualitative · r2

Interview finding from the 2004 study; principals reported difficulty freeing teachers to attend, one calling it "like a Catch 22," and sharing learning with full staff was hard.

"Professional development from both CHSRI and CPS is appreciated by some. Others expressed a desire to help guide selection of opportunities to better align it with school needs and priorities."

Discussion¶

Related Claims¶

• Small school contexts may both enable and constrain professional communities: collegiality rises but heavy workloads make collective instructional focus difficult — related
• Teacher activities in CHSRI small schools' professional communities were primarily oriented toward supportive rather than developmental practices — related
• Daily teaching demands competed with and distracted from a sustained developmental focus on instructional improvement — related
• Families appreciated school engagement efforts, but some family and community members expressed dissatisfaction with their inclusion in school governance — related
• Chicago's professional development spending was not integrated into a comprehensive strategy for improving instruction — related
• Time for teacher learning and collaboration is scarce and fragmented under the standard CPS contract, limiting reform and professional community — related
• Having teachers study themselves as learners of a comparably hard abstract subject increases their appreciation of pupils' difficulties and sympathy with their efforts — related