At this year’s ResearchED I talked about why good professional development still fails.  Beginning with examples of some carefully-designed professional development which had no impact (previously discussed here) I discussed the consensus on what makes good professional development, explored some problems with that consensus and suggested ways teachers, researchers and policy makers could act to improve professional development.

Slides: ResearchED 2017 CPD real


Allen, J., Hafen, C., Gregory, A., Mikami, A. and Pianta, R. (2015). Enhancing Secondary School Instruction and Student Achievement: Replication and Extension of the My Teaching Partner-Secondary Intervention. Journal of Research on Educational Effectiveness, 8(4), pp.475-489.

Allen, J., Pianta, R., Gregory, A., Mikami, A., Lun, J., (2011) An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement. Science. 333 (6045) 1034-1037

Allen, R., Mian, E. and Sims, S. (2016) Social inequalities in access to teachers Social Market Foundation Commission on Inequality in Education: Briefing 2
Ball, D. Thames, M., Phelps, G. (2008) Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education 59(5) 389-407

Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., Coe, R. (2015) Developing Great Teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust.

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
Desimone, L. (2009) Improving Impact Studies of Teachers’ Professional Development: Toward better Conceptualizations and Measures. Education Researcher 38(3) 181-199

Garet, M., Wayne, A., Stancavage, F., Taylor, J., Eaton, M., Walters, K., Song, M., Brown, S., Hurlburt, S., Zhu, P., Sepanik, S., Doolittle, F., Warner, E., (2011) Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation. Institute of Education Sciences.

Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development (NCEE 2016-4010). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Harland, J. and Kinder, K. (1997). Teachers’ continuing professional development: framing a model of outcomes. Journal of In-Service Education, 23(1), pp.71-84.

Hill, H., Beisiegel, M., & Jacob, R. (2013). Professional development research: Consensus, crossroads, and challenges. Educational Researcher, 42(9), pp.476-487.

Jacob, R., Hill, H., Corey, D. (2017) The Impact of a Professional Development Program on Teachers’ Mathematical Knowledge for Teaching, Instruction, and Student Achievement. Journal of Research on Educational Effectiveness, DOI: 10.1080/19345747.2016.1273411

Jensen, B., Sonnemann, J., Roberts-Hull, K. and Hunter, A. (2016). Beyond PD: Teacher Professional Learning in High-Performing Systems (Washington, DC: National Center on Education and the Economy).

Kraft, M. and Blazar, D. (2016). Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence. Educational Policy.

Kraft, M., Papay, J. (2014) Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience Educational Evaluation and Policy Analysis 36(4) 476-500

Russell, M., Carey, R., Kleiman, G. and Douglas Venable, J. (2009). Face-to-face and online professional development for mathematics teachers: a comparative study. Journal of Asynchronous Learning Networks, 13(2), p.71-87.