Chicago's professional development spending was not integrated into a comprehensive strategy for improving instruction¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2006: local conditions change quickly

Subclaims¶

q2 i? A commissioned study concluded that CPS professional development spending lacked integration into a comprehensive instruction-improvement strategy. → Sebring 2003

Evidence¶

Sebring 2003¶

Sebring, Penny Bender. (2003). Research Agenda 2004-2008. Consortium on Chicago School Research. https://www.consortium-chicago.org/publications

q2 · i? · review · r1

The agenda reports a Chicago Public Education Fund study that identified $123 million in the CPS budget earmarked for professional development; the study "concluded that professional development spending was not integrated" into a comprehensive strategy. No effect size is printed.

"The study con- cluded that professional development spending was not integrated into a com- prehensive strategy for improving instruction.4 CPS leadership accepted the results and has begun to harness these budget allocations"

Discussion¶

Related Claims¶

• Schools spend far less per student on teacher technology training than on hardware, software, and connectivity, below the recommended 30 percent share — related
• Personalized, practice-focused collaboration around classroom observations was particularly impactful for teachers' practice improvement efforts — related
• American public education spends $18 billion annually on professional development, yet only 29 percent of teachers are highly satisfied with formal learning opportunities — related
• Small school contexts may both enable and constrain professional communities: collegiality rises but heavy workloads make collective instructional focus difficult — related
• 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 — related