Seven-element framework for effective professional development¶

Theory · All theories
Evidence · 2 claims (2 for) · 2 studies (1 associational, 1 design), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The report organizes its professional learning analysis around seven elements that a meta-analysis by Darling-Hammond, Hyler, and Gardner (2017) identified in effective PD: content focus, active learning, collaboration supports, models of effective practice, coaching and expert support, feedback and reflection, and sustained duration. The report states "High-quality PD creates space for teachers to share ideas and collaborate in their learning, often in job-embedded contexts." Each element is then mapped onto a concrete PLI practice with associated analytics evidence.

Design Implications¶

Context¶

Requirements¶

• Professional learning must be sustained over time and job-embedded for the collaboration and reflection elements to operate

Constraints¶

Target Learners¶

• elementary and middle school teachers

Target Learning Objectives¶

• teacher professional learning in technology-supported personalized instruction

Claims¶

• Pli Pd Dose Associated With Student Gains [+M]
• Sporadic, disconnected professional learning does not change practice long term, whereas well-structured programs can build differentiation skills with positive student outcomes [+W]

Related Theories¶

• Standards for Professional Learning as a seven-standard framework for results-oriented educator learning

Examples¶

• Professional Development
• Design professional learning with seven research-supported features

Key Sources¶

• Peters, V., Means, B., Langworthy, M., Neufeld, P., Coe, R., Meehan, K., & Smith, S. (2018). Enabling Analytics for Improvement: Lessons from Year 2 of Fresno's Personalized Learning Initiative. Digital Promise. https://digitalpromise.dspacedirect.org/items/f5ad25ac-1bc9-4a05-9a4e-24c25ab19e8d. doi:10.51388/20.500.12265/53