The Science of Professional Development

Abstract

In this commentary, I discuss the science of professional development. A great deal is already known about how to provide professional development that supports teachers' implementation of evidence-based practices and the factors that enhance or inhibit teachers' sustained use of the practices. I summarize the work of researchers who have achieved some success in facilitating teachers' learning of new practices, highlighting my own research with colleagues. Professional development is known to be most successful when (a) researchers work closely with school districts, so that everyone is on the same page, and the practices that researchers are teaching are aligned with the district's curriculum and standards; (b) student outcome data showing that the practice works are provided to all; (c) administrative support is clearly evident; (d) long-term support is provided for teachers (including demonstrations and coaching); and (e) teachers take ownership of the practices and responsibility for mentoring their peers.

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

“…The two-pronged professional development programs we endorse will be most successful if they are part of a systemic change model that includes the following: (a) the program promotes practices aligned with the district's curriculum and standards; (b) the program provides student outcome data showing the practices are effective with culturally and linguistically diverse students similar to those they teach; (c) school administrators facilitate implementation; (d) teachers receive long-term support (including demonstrations and coaching); (e) teachers take ownership of the practices, adapting them to fit their students' needs and the local context; and (f) teachers take responsibility for mentoring their peers as part of a community of practice (Klingner, 2004). Teachers need to see concrete examples of how a new theory relates to their students and their circumstances.…”

Use and Evaluation of Web-based Professional Development Services Across Participant Levels of Support

“…Kent (2004) notes that in terms of professional development, ''the best teachers never assume they have arrived, but constantly strive to refine their practice' ' (p. 427). This underscores the importance of an ongoing, long-term commitment to professional development on the part of participants-teachers must continue to participate over time (Birman et al, 2000;Guskey, 2003;Kanaya et al, 2005;Lang & Fox, 2003) and be supported over time (Klinger, 2004) in order to improve their teaching practice.…”

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

“…Elle favorise également l'adoption et le maintien des nouvelles pratiques des enseignants et des orthopédagogues. Enfin, il faut prévoir que tous les acteurs n'auront pas eu la même facilité à mettre en oeuvre les pratiques attendues, pour des raisons personnelles, contextuelles ou organisationnelles, et que des modalités de soutien seront nécessaires (Brodeur et al, 2008;Klingner, 2004). Dans tous les cas, la persévérance des acteurs est une condition essentielle à l'amélioration progressive de la mise en oeuvre du modèle et à l'atteinte des objectifs fixés.…”