Professional learning, broadly defined to include teacher collaboration, coaching, and workshops, was the most important support strategy for instructional change¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among the supports Chicago provided during standards implementation, professional learning — including teacher collaboration, coaching, and workshops — was the most important support strategy for instructional change. → New research: Chicago showed instructional improvements under standards reform 2022

Evidence¶

New research: Chicago showed instructional improvements under standards reform 2022¶

New research: Chicago showed instructional improvements under standards reform, while many other places did not. (2022). UChicago Consortium on School Research. https://consortium.uchicago.edu

q2 · i? · associational · r?

This finding comes from the mixed-methods study combining districtwide surveys with interviews of educators, school leaders, and district officials. The release identifies "the most important support strategy for instructional change" as professional learning. No effect size is printed.

"Professional learning—defined broadly to include teacher collaboration, coaching, and workshops—was the most important support strategy for instructional change."

Discussion¶

Related Claims¶

• Instructional coaching provides individualized support adapted to teachers' needs and classroom contexts, in contrast to traditional professional development workshops — related
• Most partner professional development relied on traditional short-term workshops with little classroom-level intensive assistance — related
• Intensive three-year professional development changed Leader Teachers' practice dramatically, but peer diffusion of reform was uneven — related
• Non-participation in intensive professional development reflected enjoyment, preparation, and conceptions of professional development, not experience or science background — related
• Teacher activities in CHSRI small schools' professional communities were primarily oriented toward supportive rather than developmental practices — related
• Time for teacher learning and collaboration is scarce and fragmented under the standard CPS contract, limiting reform and professional community — related
• Math and science instruction improved in Chicago during the years of standards reform, based on student survey reports of classroom experiences before and after reform — related