Design professional learning with seven research-supported features¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief distills research on professional development into seven design features: programs are "most likely to improve teachers’ practice when they (1) focus on specific curriculum content, (2) actively engage teachers, (3) are collaborative, (4) provide models of effective practices, (5) offer coaching and support from experts, (6) incorporate time for teachers to receive feedback and reflect, and (7) occur over a sustained period of time." States, districts, and schools can support this through standards, funding, and expert mentors and coaches.

Design Implications¶

Context¶

Requirements¶

• Programs must incorporate all seven features, including sustained duration, expert coaching, and time for feedback and reflection, as the article describes.

Constraints¶

Target Learners¶

• practicing K-12 teachers, especially novice and veteran teachers in high-need schools

Target Learning Goals¶

• continued growth in instructional effectiveness and retention of experienced teachers

Related Strategies¶

Examples¶

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Key Sources¶

• Podolsky, Anne, and Linda Darling-Hammond. (2025). Think Again: Do the Returns to Teacher Experience Fizzle Out? Washington, D.C.: Thomas B. Fordham Institute. https://fordhaminstitute.org/national/research/think-again-do-returns-teacher-experience-fizzle-out