Higher quality professional development in 1997 predicts increases in school orientation toward innovation from 1997 to 1999¶

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? Schools whose teachers reported higher quality professional development in 1997 showed increases in orientation toward innovation over the next two years, holding constant change in quality. → Mark A. Smylie 2001 q2 i? Orientation toward innovation increased more in schools with improving professional development quality than in schools with declining quality. → 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

School-level longitudinal analysis linking schools across the 1997 and 1999 surveys, using three-level hierarchical linear models controlling for school demographics and initial 1997 orientation levels (Figure 4). No effect sizes are printed.

"Furthermore, schools in which teachers re- ported higher quality professional development in 1997 also showed increases in orientation toward in- novation during the next two years (holding constant any change in professional development quality)."

Discussion¶

Related Claims¶

• Increased participation in professional development was not significantly related to later gains in school orientation toward innovation — related
• Principal leadership, school orientation toward innovation, and teacher professional community promote professional development quality, with mutual reinforcement — related
• Frequency, content, and quality of professional development are each positively related to elementary teachers' use of interactive instruction — related
• Teachers drawing on a combination of professional development sources experience higher quality development than those drawing primarily on one source — related
• School organizational supports are associated with more interactive and less didactic instruction — related