Teachers drawing on a combination of professional development sources experience higher quality development than those drawing primarily on one source¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When teachers draw on teacher networks, external professional groups, and school-based activities together, their professional development is of higher overall quality than when they draw primarily on only one source. → Mark A. Smylie 2001

Evidence¶

Mark A. Smylie 2001¶

Mark A. Smylie, Elaine Allensworth, Rebecca C. Greenberg, Rodney Harris, Stuart Luppescu. (2001). Teacher Professional Development in Chicago: Supporting Effective Practice. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teacher-professional-development-chicago-supporting-effective-practice

q2 · i? · associational · r3

Finding reported in the Executive Summary of the report, based on analyses of the 1997 and 1999 citywide teacher surveys of professional development sources and quality. No effect size is printed for this comparison.

"We found that when teachers draw on a combination of sources, including teacher networks, external professional groups, and school-based activi- ties, their professional development is overall of higher quality than when they draw prima- rily on only one source."

Discussion¶

Related Claims¶

• Coherence is theorized to assist teacher effectiveness through coordinated professional development and collaborative work on clear goals — a broader claim this one bears on
• Higher quality professional development in 1997 predicts increases in school orientation toward innovation from 1997 to 1999 — related
• Time for teacher learning and collaboration is scarce and fragmented under the standard CPS contract, limiting reform and professional community — related