Learning to Improve: Report of a Three-Year Capacity-Building Project Leveraging Professional Development + Coaching to Improve Third-Grade Reading Outcomes

Abstract

This study reports the results of a three-year capacity building effort to improve core reading knowledge and practice in 165 third-grade teachers working in 63 urban schools and its effects on student reading outcomes. Teachers volunteered to participate in one or two years of professional development lasting from 90 to 180 hours. Core reading knowledge among teachers resulted in statically significant growth with generally large effect sizes. Three cohorts of third-grade students taught by participating teachers were assessed on multiple measures of reading at the beginning and end of each school year. Results for within-year improvement showed large effects on all student outcomes. Analysis of the magnitude of student gains between the three years found that for two of the four measures gains in year one were exceeded in years two and three. Implications for professional training to facilitate improved reading outcomes are discussed.

The effect of efficient professional development on the teaching of code-focused skills in beginner readers: exploring the impact of professional development intensity and coaching on student outcomes

“…Biancarosa et al (2010), with a hierarchical, crossed-level, value-added-effects model, compared student literacy learning over 3 years, obtained that PD coaching may have significant effects on students' reading. Paige et al (2019) carried out a longitudinal study (PD lasting from 90 to 180 h) and found that with third-grade teachers, there was statistically significant growth in reading knowledge among teachers with generally large effect sizes and also large effects on all student outcomes with gains in year one exceeded in years two and three.…”

“…Three university professors explained the initial difficulties in the teaching of reading, relating these to the need to promote professional knowledge (Connor, 2016;Didion et al, 2020;Paige et al, 2019). Evidence collected by the NRP (2000) was presented, highlighting the fact that, after 20 years, this had not been put into practice in the classroom.…”

“…The theory proposed by Desimone (2009) considers a sequence of actions, according to which the PD develops the teacher's knowledge and skills, thus leading to a change in attitudes and finally impacting on student outcomes. In fact, a fundamental criterion of quality of proposed PD is its effect on student performance (Biancarosa et al, 2010;Didion et al, 2020;Kennedy, 2016;McCutchen et al, 2002;Paige et al, 2019;Yoon et al, 2007). In accordance with this concept, the study of PD should be based on a dynamic model, like the Lattice Model (Connor, 2016) which includes the determining factor of the adaptation of teaching to the level of the student in specific implied processes (texts, linguistic socio-emotional and cognitive processes).…”

“…The combination of these five features gives rise to a combination of formats that Darling-Hammond et al (2017) group together under the title 'collaborative learning process'. Evidence supporting these PD formats comes from transversal and longitudinal studies with reference to different content (sciences, reading, mathematics), carried out frequently in large-scale programmes (Biancarosa et al, 2010;Brady et al, 2009;Landry et al, 2011;Paige et al, 2019). However, some studies and revisions have identified limitations in the effect of collaborative PD based on the five features previously mentioned (Didion et al, 2020;Garet et al, 2008Garet et al, , 2011Kennedy, 2016;Lonigan et al, 2011), or, on factors linked to learning on the part of teachers, like attitude and motivation (Brady et al, 2009;Osman & Warner, 2020).…”

READ and rehearse: an effective model for professional development in reading

“…While the focus of this literature review centers on understanding the characteristics of PD that increase teacher knowledge and practice, the results from several studies suggest that reform-types of PD that include embedded and ongoing learning over time ultimately increase student reading achievement (Ehri & Flugman, 2018;Gupta & Lee, 2020;Paige et al, 2019;Stark et al, 2020;Wasik & Hindman, 2020). Accordingly, it is possible to infer that increased knowledge has a positive impact on effective practice and effective practice has a positive impact on reading achievement.…”