Collaboration appeared in 32 of 35 reviewed studies, and collaborative PD models showed student achievement gains¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2–q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Thirty-two of 35 reviewed studies incorporated collaboration, and examples including web-mediated coaching and schoolwide literacy PD showed student gains. → Darling-Hammond 2017 q3 i? In the My Teaching Partner-Secondary coaching study, students whose teachers participated demonstrated achievement gains equivalent to an average increase from the 50th to 59th percentile relative to control. → Darling-Hammond 2017 (2)

Evidence¶

Darling-Hammond 2017¶

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-prof-dev. doi:10.54300/122.311

q2 · i? · review · r2

Coding result across the report's 35 reviewed studies, spanning one-on-one coaching, schoolwide, districtwide, and technology-facilitated configurations.

"Overall, 32 of 35 studies we reviewed incorporated some element of collaboration to support teacher professional learning, while three studies did not provide sufficient description to determine whether or not collaboration was a part of the model design."

Darling-Hammond 2017 (2)¶

q3 · i? · review · r2

Allen et al. (2011) study of Virginia high school teachers in My Teaching Partner-Secondary, a web-mediated coaching program offering 20 hours of in-service training over 13 months; the report states the quoted percentile gain versus control. A two-year replication found similar promising results.

"Students whose teachers had participated in the program the previous school year demonstrated gains in student achievement relative to the control group, with student learning gains equivalent to an average increase from the 50th to 59th percentile."

Discussion¶

Coaching and expert support appeared in 30 of 35 studies, with coached classrooms showing larger gains in a randomized trial — related
Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time — a broader claim this one bears on
Active learning was incorporated in 34 of 35 reviewed effective PD studies — related
Content-focused, job-embedded PD linked to student gains: 31 of 35 reviewed studies featured a specific content focus — related
All 35 reviewed studies used models or modeling, and curriculum without PD support yielded worse outcomes than older curriculum with none — related
STeLLA content-plus-pedagogy PD produced greater student science gains than content-only training — a narrower finding that bears on this claim

Page metadata

Field	Value
`type`	`claim`
`id`	`pd-collaboration-prevalence-and-gains`
`title`	`Collaboration appeared in 32 of 35 reviewed studies, and collaborative PD models showed student achievement gains`
`description`	`Collaboration appeared in 32 of 35 reviewed studies, and collaborative PD models showed student achievement gains`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2017`
`generated`	by `process:wiki-ingest` on `2026-10-10`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `darling-hammond-2017`, `darling-hammond-2017-2`

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