Sustained teacher professional development with coaching and professional learning communities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The intervention's delivery strategy is multi-year, job-embedded teacher training: "Teachers participate in 46 hours of professional development per year, over the course of 2 years," and "Teachers are also encouraged to meet in professional learning communities to discuss implementation for at least 1 hour each week." Coaches, typically experienced Pathway teachers or retired National Writing Project teachers, conduct informal classroom visits, provide written feedback, attend professional development with teachers, and help integrate the cognitive strategies approach into schools' ELA curricula.

Design Implications¶

Context¶

Requirements¶

• Experienced Pathway teachers or trained coaches to provide ongoing support; district literacy specialists to serve as liaisons; full-day and after-school meeting sessions

Constraints¶

• Training is delivered over 2 school years, and findings contributing to effectiveness ratings were measured after the first year of training in the Kim et al. (2011) study

Target Learners¶

• Grades 6-12 general education ELA teachers who have English learners in their classrooms

Target Learning Goals¶

• Teacher capacity to incorporate cognitive strategies into reading and writing instruction

Related Strategies¶

• Sustained, needs-based PBIS professional development with in-classroom coaching to build teacher capacity
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• Build coordinator capacity through a structured weekly professional learning community with personalized coaching and targeted assets-and-needs-assessment training
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Examples¶

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Key Sources¶

• What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2021). Pathway to Academic Success Project: Intervention Report | English Learners Topic Area. https://ies.ed.gov/ncee/wwc/InterventionReport/724