Policy and practice recommendations for supporting evidence-based professional development¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report offers seven policy recommendations, including adopting standards for PD design and funding, redesigning school schedules to increase time for collaboration and peer coaching, conducting regular needs assessments from staff surveys, developing expert teachers as mentors and coaches, integrating professional learning into ESSA school improvement initiatives, providing technology-facilitated learning for rural communities, and offering flexible funding for sustained engagement in "collaboration, mentoring, and coaching."

Design Implications¶

Context¶

Requirements¶

• Implementation requires responsiveness to the needs of educators and learners and to the contexts in which teaching and learning will take place

Constraints¶

• The report notes inadequate resourcing, failure to align policies toward a coherent set of practices, and dysfunctional school culture as major impediments to effective PD

Target Learners¶

• practicing K-12 teachers
• school and district administrators
• policymakers

Target Learning Goals¶

• designing and funding effective professional learning
• improving instruction and student achievement

Related Strategies¶

• Provide job-embedded professional learning with coaching, and keep coaches nonevaluative

Examples¶

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Key Sources¶

• 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