Model of effective professional development: frequency of participation, content exposure, and pedagogical quality linked to instruction and innovation¶

Theory · All theories
Evidence · 5 claims (3 for, 1 mixed, 1 against) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The report presents a model of effective professional development built on a consensus view in the field. At its center are "three basic elements of professional development practice: (a) the frequency of teacher participation, (b) exposure to content, and (c) pedagogical quality." These elements are linked to two outcomes, classroom instruction and school orientation toward innovation, with an indirect path to student achievement through changed practice. Pedagogical quality is defined as experiential, collaborative, grounded in teachers' work and research, focused on subject matter, sustained, intensive, and supported by follow-up.

Design Implications¶

Context¶

Requirements¶

• Professional development must be focused on content aligned with the improvement sought, since certain content promotes certain kinds of teaching

Constraints¶

• The model posits only an indirect influence of professional development on student achievement, through classroom instruction and school orientation toward innovation

Target Learners¶

• K-12 teachers in urban public school systems

Target Learning Objectives¶

• Improved classroom instruction
• Ongoing teacher learning and school-wide innovation

Claims¶

• Pd Elements Related Interactive Instruction [+M]
• Pd Quality Predicts Innovation Growth [+M]
• Professional development frequency shows no significant relationship to didactic teaching, while quality and basic-skills content do [~W]
• Increased participation in professional development was not significantly related to later gains in school orientation toward innovation [-W]
• Principal leadership, school orientation toward innovation, and teacher professional community promote professional development quality, with mutual reinforcement [+W]

Related Theories¶

Examples¶

• Design AI-related teacher professional development as practice-oriented, case-based and connected to teachers' real pedagogical decisions

Key Sources¶

• Mark A. Smylie, Elaine Allensworth, Rebecca C. Greenberg, Rodney Harris, Stuart Luppescu. (2001). Teacher Professional Development in Chicago: Supporting Effective Practice. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teacher-professional-development-chicago-supporting-effective-practice