Advanced Search Help Using Search. Privacy Copyright. Skip to main content. Abstract One of the challenges in in-service teacher education is how teachers can be given professional development PD that enables them to respond to national curriculum and policy change.
Recommended Citation Petrie, K. Included in Elementary Education and Teaching Commons. For instance, in some cases, resources to access professional development may be limited due to insufficient funding or for other reasons. There is also not sufficient information in our data to discern how consequential the gaps across schools may be, but the important point is to emphasize that there is a lack of these important resources for accessing professional development, and more so in high-poverty schools with the exception of scheduled time in the contract, which is provided for a majority of teachers.
According to Croft et al. The research by Kraft, Blazar, and Hogan to identify these features of effective professional development builds on Darling-Hammond et al. The exception to this trend is that larger shares of teachers in high-poverty schools participated in ELL teacher training than in low-poverty schools This differential may be partly attributable to the fact that teachers in high-poverty schools serve larger shares of students in ELL programs.
For example, Ingersoll and Collins assess whether teaching meets the model attributes of a professional career—including workplace authority and high prestige, among other attributes. A larger share of teachers in high-poverty schools indicate some level of conflict or disagreement in attitudes or beliefs with the administration or colleagues than do teachers in low-poverty schools. See research on comprehensive supports that include engaging parents in Weiss and Reville The usual gaps between shares of teachers reporting positive working conditions in high- and low-poverty schools also appear here.
In terms of autonomy in their classrooms: The bottom half of the table shows that in all tasks listed except assigning homework, teachers in high-poverty schools have less of a say than their counterparts in low-poverty schools and that the gaps range from 2.
The — NTPS does not produce state-representative estimates. The forthcoming — NTPS will support state-level estimates. The forthcoming — NTPS will include private schools.
December Carroll, Thomas G. Learning Policy Institute, August Croft, Andrew, Jane G. Darling-Hammond, Linda. San Francisco: Jossey-Bass. Darling-Hammond, Linda, Maria E. Hyler, and Madelyn Gardner, with assistance from Danny Espinoza. Effective Teacher Professional Development. Learning Policy Institute, May Darling-Hammond, Linda, and Milbrey W. Desimone, Laura M. Dias-Lacy, Samantha L. Education Week. Every Student Succeeds Act of , Pub. Economic Policy Institute, March Economic Policy Institute, April Economic Policy Institute, May Garet, Michael S.
Porter, Laura Desimone, Beatrice F. Birman, and Kwang Suk Yoon. Results from a National Sample of Teachers. Hill, Heather C. Hirsh, Stephanie. Hirsh, Stephanie, et al. Ingersoll, Richard M. Glickman, — New York: Teachers College Press. Ballantine, Joan Z. Spade, and Jenny M. Stuber, — Jackson, Kirabo, and Elias Bruegmann. National Center on Education and the Economy. Kennedy, M. Kirk, Joy. Kraft, Matthew A. Explaining Heterogeneity in Returns to Teaching Experience.
Ladd, Helen. Ladd, Helen F. Learning Forward. Accessed June 18, Learning Policy Institute. September Loewus, Liana. Mizell, Hayes. Why Professional Development Matters. Moore-Johnson, Susan, Matthew A. Kraft, and John P. Preparing Profession-Ready Teachers. Policy brief from the Empowered Educators Project. Documentation for the —12 Schools and Staffing Survey. March Accessed March Opfer, V. Darleen, and David Pedder. Papay, John P. Taylor, John H. Tyler, and Mary Laski. Quint, Janet.
Robinson, Java. Schachter, Rachel E. Schwartz, Sarah Smith, Thomas M. Sorensen, Lucy C. Strauss, Valerie. A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U. Learning Policy Institute, September Warner-Griffin, Catharine, Brittany C.
Cunningham, and Amber Noel. Department of Education, Stats in Brief no. Weiss, Elaine, and Paul Reville. Cambridge, Mass. See related work on Education , Student achievement , Teacher quality , Children , Public-sector workers , and Teacher shortages. Download PDF Press release Infographic: There is room to improve early career supports for teachers Infographic: There is room to improve professional supports for teachers.
On the negative side, there are multiple weaknesses to address if we want to help teachers do their jobs better and advance in their careers: First, there is limited access to some of the types of professional development that are highly valued and more effective. Small shares of teachers attend university courses related to teaching Small shares of first-year teachers are released from classroom instruction to participate in support activities for new or beginning teachers For all teachers, only half have released time from teaching to participate in professional development Third, teachers are not highly satisfied with their professional development experiences.
Fourth, teachers are not by and large immersed in the kind of learning community that can support their teaching and career growth.
In a learning community, teachers have opportunities to cooperate and coordinate and have a say in school policy and classroom instruction and management. We find that more than two-thirds of teachers report that they have less than a great deal of influence over what they teach in the classroom Fifth, some key resources and professional development opportunities are particularly lacking in high-poverty schools, where, if anything, stronger supports for teachers are needed.
In high-poverty schools, compared with low-poverty schools, smaller shares of first-year teachers work with a mentor Compared with teachers in low-poverty schools, larger shares of teachers in high-poverty schools participate in professional development activities that they consider less useful such as workshops, High-poverty schools also score lower on most indicators that a school has a strong learning community.
Table 1. All Low-poverty High-poverty Gap high- minus low-poverty Teach their subject matter Very well prepared Use computers in classroom instruction Very well prepared Teach to state content standards Very well prepared Use a variety of instructional methods Very well prepared Assess students Very well prepared Differentiate instruction Very well prepared Teach students with special needs Very well prepared Handle classroom management or discipline situations Very well prepared Use data from assessments to inform instruction Very well prepared Share on Facebook Tweet this chart.
Copy the code below to embed this chart on your website. Table 2. All Low-poverty High-poverty Gap high- minus low-poverty Regular supportive communication with principal and others Yes No Observation and feedback on their teaching aimed at helping them develop and refine their teaching practice Yes Seminars or classes for beginning teachers Yes Common planning time with teachers in their subject Yes Release time to participate in support activities for new or beginning teachers Yes Extra classroom assistance e.
Reduced teaching schedule Yes Table 3. All Low-poverty High-poverty Gap high- minus low-poverty Participated in a teacher induction program Yes Was assigned a master or mentor teacher Yes Figure A. Frequently at least once per week Occasionally once or twice per month Rarely a few times per year or never Total Chart Data The data underlying the figure. A little or not at all A moderate amount A lot Total Table 4. All Low-poverty High-poverty Gap high- minus low-poverty Scheduled time in the contract year for professional development Yes Released time from teaching Yes Reimbursement for conference or workshop fees Yes Stipend for professional development activities that took place outside regular work hours Yes Full or partial reimbursement of college tuition Yes 9.
Credits received toward recertification or advanced certification in their main teaching assignment or other teaching field s Yes Table 5. They learn and problem solve together in order to ensure all students achieve success. According to one study , a third of teachers leave the profession within three years, and half of teachers leave within five years.
While there are a number of explanations for this statistic, there is no substitute for hands-on experience when it comes to effective classroom teaching. Professional development can help new and experienced teachers develop the skills they need to feel confident in the classroom.
Effective professional development helps teachers shape career-long learning. Thoughtful, targeted teacher professional development opportunities boost student outcomes and promote a growth mindset. Teacher professional development encourages teachers to be active participants in their own learning, and ensures that students and teachers alike are eager to learn. When you provide learning and support for your teachers, you communicate that the school community values the work they do and wants them to grow.
A lack of professional development resources for teachers can be discouraging. There are lots of challenges to running an effective teacher professional development session: time, money, engagement, effectiveness, and more.
Every teacher faces unique classroom challenges and comes to work each morning with a different set of skills. However, in the name of time, cost and efficiency, many professional development opportunities for teachers are too broad and not relevant to most, or even many, of the teachers attending.
Give teachers a choice about what or how they learn. Give different options for workshops or courses they can take.
Go for depth instead of breadth, and make sure that teachers come away from the session with all the information they need to start using it in the classroom. Ask for feedback at the end of the session, and then use it to continue the cycle. As former North Carolina governor Bev Perdue writes:. There are a number of ways to make teacher professional development more specific. To begin, use tools like Google Forms to collect information on what teachers want to learn more about, and feedback on the effectiveness of past sessions.
Other options include:. A lack of engagement is just as fatal for teachers as it is for students.
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