Provide implementation professional development and support approximately every three weeks¶

Strategy · All strategies
Evidence · no claims cited

Description¶

In the qualifying research, "teachers met with program implementation staff for professional development and support approximately every three weeks." The program also offers varied professional learning formats — in-person, virtual, self-paced independent learning, asynchronous online learning, and small-group — plus resources supporting teacher growth as they teach the lessons.

Design Implications¶

Context¶

Requirements¶

• Access to program implementation staff and a schedule of regular support meetings

Constraints¶

Target Learners¶

• Classroom teachers, interventionists, and paraprofessionals implementing SIPPS

Target Learning Goals¶

• Fidelity and quality of implementation of the SIPPS lesson routines

Related Strategies¶

• District implementation and professional development support for My Math Academy
• Sustained professional development model combining training days, site visits, observations, and ongoing coaching
• Online asynchronous professional learning series completed in teams across the school year
• Implement Exact Path with existing district staff plus vendor-provided professional development
• Self-directed professional learning cycle in recurring two-week PD chunks with public goals and study groups

Examples¶

-

Key Sources¶

• SIPPS program description and outcomes review. (2022). https://www.evidenceforessa.org/