Professional Development in the Accountability Context: Building Capacity to Achieve Standards

Hochberg, Eric D.; Desimone, Laura M.

doi:10.1080/00461521003703052

Cited by 112 publications

(106 citation statements)

References 70 publications

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“…Curriculum is also one of the factors affecting the effectiveness of professional development (Hochberg & Desimone, 2010). Two empirical studies using LSC projects support it (Banilower et al, 2007;Heck et al, 2008).…”

Section: Curriculum or Assessment Systemmentioning

confidence: 99%

“…Collective participation refers to the extent to which multiple teachers from the same school participate in the same learning opportunities (Hochberg & Desimone, 2010). Two correlational studies found a positive association between collective participation and teaching practice (Desimone et al, 2002;Penuel et al, 2007).…”

Section: Collective Participationmentioning

confidence: 99%

“…Duration is defined as "both the number of contact hours of professional development, and the length of time over which engagement in the activity spans" (Hochberg & Desimone, 2010). Three empirical studies determined that the total number of contact hours of professional development had a positive association with teachers' outcomes, such as attitude, preparedness, and teaching practice (Banilower, Heck, & Weiss, 2007;Heck, Banilower, Weiss, & Rosenberg, 2008;Supovitz & Turner, 2000).…”

Section: Durationmentioning

confidence: 99%

“…In this regard, this study next seeks to document how the literature describes the context variables affecting the effectiveness of professional development and how empirical research has investigated the effects of contextual factors. A body of literature has described the diverse critical context factors affecting the effectiveness of professional development: 1) student characteristics (Desimone, 2009;Hochberg & Desimone, 2010); 2) teacher characteristics (Desimone, 2009;Hochberg & Desimone, 2010); 3) principal leadership (Corcoran, 2007;Guskey & Sparks, 2002;Hochberg & Desimone, 2010;Loucks-Horsley & Matsumoto, 1999); 4) school culture (Loucks-Horsley & Matsumoto, 1999;Supovitz, 2001); 5) policy related to curriculum and assessment system (Hochberg & Desimone, 2010;Loucks-Horsley & Matsumoto, 1999;Yoon et al, 2007).…”

Section: Contextual Factors Impacting Professional Developmentmentioning

confidence: 99%

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What Should We Consider in Teachers’ Professional Development Impact Studies? Based on the Conceptual Framework of Desimone

Kang¹,

Cha²,

Ha³

2013

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Teacher professional development has long been of interest since it affects teachers' learning, the practice of teaching, and student learning. In reality, as substantial resources have been spent on professional development, policy makers increase their search for evidence-based research about its effects on teachers' and students' outcomes. Therefore, it is imperative to use a solid framework evaluating professional development. Specifically, Desimone (2009) provides a comprehensive framework for evaluating the effect of professional development. Specifically, she represents that: 1) core features of effective professional development are content focused, active learning, coherence, duration, and collective participation; 2) the way this effective professional development affect teachers' knowledge, their practice, and finally students' learning; and 3) contextual factors such as student characteristics, teacher characteristics, and school characteristics are related to the effectiveness of professional development. Through this study, Desimone's framework has been supported by both theoretical literature and empirical studies. Furthermore, some implications were provided for policy makers and school leaders as well as for teachers in Korea.

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Section: Curriculum or Assessment Systemmentioning

confidence: 99%

Section: Collective Participationmentioning

confidence: 99%

Section: Durationmentioning

confidence: 99%

Section: Contextual Factors Impacting Professional Developmentmentioning

confidence: 99%

See 2 more Smart Citations

What Should We Consider in Teachers’ Professional Development Impact Studies? Based on the Conceptual Framework of Desimone

Kang¹,

Cha²,

Ha³

2013

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“…16 learning outcomes, which in turn change teachers' beliefs and attitudes. An alternate view is that professional development leads to changes in teachers' knowledge and beliefs, which in turn changes classroom practices, which in turn impact student outcomes (Desimone, 2009;Hochberg & Desimone, 2010). As such, the conceptual framework for this capstone project allows for multiple routes of teacher change.…”

Section: ! !mentioning

confidence: 99%

A Case Study of a Professional Developer Supporting School Improvement

Martin

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that have struggled with performance of students with disabilities. Some of the schools are fully accredited, and some are not; but none of the schools met the federal accountability measures for students with disabilities. PurposeVirginia Commonwealth University (VCU) T/TAC is staffed by program specialists who provide professional development to personnel who work with students with disabilities in schools with low pass rates for students with disabilities. This type of professional development, related to school improvement, is new to VCU T/TAC, and the organization does not have a set of actions that match the current focus to guide program specialists. The purpose of the study was to explore the way a VCU T/TAC program specialist implements professional development in a school with the goal of ! school improvement so that VCU T/TAC can make informed decisions about practices.The study, which focused on the work of a program specialist, explored how a program specialist provided professional development, what professional development looked like (e.g., who was involved, the delivery structure, the focus), and what factors the program specialist considered when planning for and adjusting professional development. MethodologyThe study was structured as a single case study of a program specialist in one school, and data were collected over a 7-week period. The data collection procedures included interviews, observations, and document reviews. Data analysis consisted of a clear, iterative process of data condensation, data display, and conclusion drawing/verification. Additionally, the study was designed with considerations for trustworthiness by addressing credibility, transferability, dependability, and confirmability. Confidentiality and ethical considerations were also significant aspects of the study design. FindingsThe three findings of the case study are as follows:1. The program specialist provided quality, contextual professional development in multiple delivery structures (after-school session, follow-up sessions, team meetings, and one-on-one meetings) across two main focus strands: teacher collaborative and behavior management. The delivery structure differed by the target level of change: classroom, team, and school.! 2. The program specialist provided professional development by acting to build capacity and relationships within the context of the school. Actions to build capacity differed by structure and purpose of professional development activities.3. The program specialist considered contextual factors (including time, teacher attitude, teachers' knowledge and skills, and relationships among school personnel) when she was making decisions while planning for and delivering professional development. Implications and RecommendationsBased on the implications of the findings, the recommendations to VCU T/TAC include areas for further exploration of the organization's current work and the development of an applicable set of actions to guide program specialists. The recommendations are as follows.

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Interconnected Infrastructure for Improving Reading Instruction

Woulfin¹,

Gabriel²

2020

Reading Research Quarterly

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Drawing on the literature on infrastructure for implementing instructional improvement, the authors explain the role of three infrastructural pillars for reading instruction. They discuss how curriculum, professional development, and leadership are mutually supportive, thus illuminating the pillars for reading reform at the classroom, school, and system levels. The authors argue that it is crucial to attend to the alignment among the pillars (e.g., professional development on curriculum, leadership linked to coaching), as well as their feasibility and transparency.

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Professional Development in the Accountability Context: Building Capacity to Achieve Standards

Cited by 112 publications

References 70 publications

What Should We Consider in Teachers’ Professional Development Impact Studies? Based on the Conceptual Framework of Desimone

What Should We Consider in Teachers’ Professional Development Impact Studies? Based on the Conceptual Framework of Desimone

A Case Study of a Professional Developer Supporting School Improvement

Interconnected Infrastructure for Improving Reading Instruction

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