Professional Development for Quality Teaching and Learning

2016 ◽  
pp. 144-170
Author(s):  
Cathy G. Powell ◽  
Yasar Bodur
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Professional Development ◽  
Value Added ◽  
High Stakes Testing ◽  
Quality Teaching ◽  
High Stakes ◽  
Teacher Professional ◽  
Standards Movement ◽  
Embedded Professional Development

Quality teaching and student achievement have been the focus of much debate and research throughout the American education system. Despite implementation of teacher professional development, concerns remained about its effectiveness regarding quality teaching and student achievement. Thus, a paradigm shift ensued to promote effective, on-going capacity-building teacher professional development, known as job-embedded professional development. Educational milieus experienced reforms ranging from high-stakes testing to the standards movement, and recently, teacher evaluations incorporating value-added measures, all of which underscore professional development significance. The purpose of this chapter is to review, analyze, and synthesize current literature on teacher professional development, the need for job-embedded professional development, implementation challenges, and the relationship between teacher professional development and student learning outcomes. The chapter also examines gaps in the literature, followed by solutions, recommendations, and future research directions.

Professional Development for Quality Teaching and Learning

2016 ◽  
pp. 652-677
Author(s):  
Cathy G. Powell ◽  
Yasar Bodur
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Professional Development ◽  
Value Added ◽  
High Stakes Testing ◽  
Quality Teaching ◽  
High Stakes ◽  
Teacher Professional ◽  
Standards Movement ◽  
Embedded Professional Development

Quality teaching and student achievement have been the focus of much debate and research throughout the American education system. Despite implementation of teacher professional development, concerns remained about its effectiveness regarding quality teaching and student achievement. Thus, a paradigm shift ensued to promote effective, on-going capacity-building teacher professional development, known as job-embedded professional development. Educational milieus experienced reforms ranging from high-stakes testing to the standards movement, and recently, teacher evaluations incorporating value-added measures, all of which underscore professional development significance. The purpose of this chapter is to review, analyze, and synthesize current literature on teacher professional development, the need for job-embedded professional development, implementation challenges, and the relationship between teacher professional development and student learning outcomes. The chapter also examines gaps in the literature, followed by solutions, recommendations, and future research directions.

scholarly journals Does professional development for teachers impact student behavior utilizing class-wide function-related intervention teams?

2021 ◽  
Author(s):  
◽  
April Phillips
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Retention ◽  
Teacher Professional Development ◽  
Student Behavior ◽  
Intervention Program ◽  
Academic Experiences ◽  
Office Referrals ◽  
Intervention Teams ◽  
Teacher Professional

Students who disrupt the classroom due to externalizing behaviors can impact all of these, but more importantly, these behaviors interrupt student learning. Due to these stressors, the purpose of this study was to explore how a behavior intervention program, Class-Wide Function-related Intervention Teams (CW-FIT), within the scope of teacher professional development, can impact students' behaviors, improve teacher retention, and ultimately improve academic experiences in a suburban elementary school in Southwest Missouri. The mixed-methods study used a convergent mixed method design to explore how the CW-FIT impacted behaviors of elementary students. It also examined the correlation, if any, between teacher professional development of the CW-FIT and office referrals, teacher retention, and student achievement. Participants in this research study started with 12 elementary teachers and 10 classrooms. After the Pandemic began, the study continued in the fall of 2020 and included 11 teachers and nine classrooms (from third to fifth grade). Analysis of observation results, documents, and interviews, found that CW-FIT positively impacted student behavior in the participating elementary classrooms. Evidence showed the need for PD, how the CW-FIT increased student achievement through student engagement and teacher praise, and on-task behavior.

The Impact of High-Stakes Testing in Chicago on Student Achievement in Promotional Gate Grades

2002 ◽  
Vol 24 (4) ◽  
pp. 333-357 ◽  
Author(s):  
Melissa Roderick ◽  
Brian A. Jacob ◽  
Anthony S. Bryk
Keyword(s):  
Student Achievement ◽  
Grade Level ◽  
Test Score ◽  
Hierarchical Linear Model ◽  
Value Added ◽  
High Stakes Testing ◽  
Learning Gains ◽  
High Stakes ◽  
Policy Effects ◽  
The Impact

This article analyzes the impact of high-stakes testing in Chicago on student achievement in grades targeted for promotional decisions. Using a three-level Hierarchical Linear Model, we estimate achievement value added in gate grades (test-score increases over and above that predicted from a student’s prior growth trajectory) for successive cohorts of students and derive policy effects by comparing value added pre- and postpolicy. Test scores in these grades increased substantially following the introduction of high-stakes testing. The effects are larger in the 6th and 8th grades and smaller in the 3rd grade in reading. Effects are also larger in previously low-achieving schools. In reading, students with low skills experienced the largest improvement in learning gains in the year prior to testing, while students with skills closer to their grade level experienced the greatest benefits in mathematics.

scholarly journals Textbook Reliance: Traditional Curriculum Dependence Is Symptomatic of a Larger Educational Problem

2021 ◽  
Vol 7 (1) ◽  
pp. 233
Author(s):  
Timothy Scott ◽  
Farhat N. Husain
Keyword(s):  
Professional Development ◽  
Standardized Testing ◽  
Teacher Professional Development ◽  
Core Competencies ◽  
State Funding ◽  
Achievement Gaps ◽  
Traditional Curriculum ◽  
High Stakes ◽  
Test Taking ◽  
Teacher Professional

The complexities of adapting traditional educational courses to a virtual setting highlighted numerous inequalities within the current United States’ K12 school system. Students in low socioeconomic communities have suffered a more significant academic slide in core competencies due to poor lesson integration, online learning fatigue, poor learning environments, and low technological proficiency. Policymakers, believing achievement gaps result from teaching performance, have argued for additional academic controls that promote rigorous standardized instruction to reduce existing achievement gaps. However, a state-mandated textbook-driven curriculum that prioritizes test-taking strategies will only exasperate previous educational deficiencies. As numerous schools face significant financial constraints, technological and resource investment is severally limited, and teacher professional development is marginalized. Without appropriate tools or skills to adapt curriculum, classes devolve into simple rote-learning of textbook content lacking any semblance of differentiated instruction. Students in impoverished communities disassociate with taught content as textbooks lack a multicultural presentation; thus they perceive school environments as unwelcoming and hostile towards their lived-experiences. Performance-based funding through high-stakes accountability further incentifies underfunded schools to abandon student-centric learning designs and prioritize a textbook dependent ‘one-size-fits-few’ strategy to avoid sanctions to meet state benchmarks. While a return to traditional classroom instruction may signal a return to normal, without increased state funding, reduced emphasis on standardized testing, improved teacher professional development, and incorporation of multivoiced textbooks, a return to normal will additionally signal a return to existing educational inequalities in the US.

scholarly journals Assessment of Professional Development by Teachers and Administrators: An examination of the literature in the context of one case study

2010 ◽  
Vol 45 (1) ◽  
pp. 81-92
Author(s):  
Marjorie J. Hinds ◽  
Marie Josée Berger
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Secondary School ◽  
Teacher Professional Development ◽  
Secondary School Teachers ◽  
Literacy Program ◽  
School Teachers ◽  
Teacher Professional ◽  
Improving Student Achievement

The focus of this article is teacher professional development. The article examines literature related to teacher professional development and methods of measuring its impact. In order to ground the discussion, the article focuses on a case study that captures the perspectives of Ontario secondary school teachers and their administrators as they implement a literacy program targeted at improving student achievement.

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