Redesign workshop structure, content, timing, and location in response to non-participant barriers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

When CPRE found that roughly 40% of teachers had not participated after three years, the Partnership changed the structure and marketing of its summer workshops. The expanded offerings "included some choices not directly tied to specific science curriculum units," such as using technology in the science classroom, assessment, and integrating science and language arts, attracting teachers who preferred general areas. The Partnership also moved workshops to immediately follow the school year, relied on informal networks of participating teachers to recruit peers, strongly encouraged Leader Teacher attendance, and offered graduate credit in one district. These changes recruited 34% of prior non-participants the following summer.

Design Implications¶

Context¶

Requirements¶

• Knowledge of non-participants' actual preferences, gathered through interviews or surveys

Constraints¶

• Attitudinal differences in enjoyment and preparation could not be addressed directly unless non-participants were first persuaded to attend

Target Learners¶

• Teachers who have not voluntarily participated in offered professional development

Target Learning Goals¶

• Broadening access to and participation in curriculum-related professional development

Related Strategies¶

• Multi-format teacher professional development for implementing the Facing History and Ourselves curriculum

Examples¶

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Key Sources¶

• Corcoran, Tom. (2003). The Merck Institute for Science Education: A Successful Intermediary for Education Reform. CPRE Research Report Series RR-052. https://eric.ed.gov/?id=ED480404 doi:10.1037/e383112004-001