Professional Development (PD)

Teachers in Action will support a variety of individual, school-based, and district-based professional learning projects in STEM education. Each project will reflect the unique context of each school and school district, considering the needs of students and teachers; the curriculum; school leadership, resources, and support; and the school community. In conceptualizing and planning for professional development, contextual factors and how they impact teacher and student learning need to be considered. Effective professional development and learning should:

  • Foster active learning (Professional development strategies and approaches should be teacher-centered, engaging teachers in relevant planning, discussion, and critical analysis and reflection on practice)
  • Focus on student learning (Professional development should consider how students learn best and the challenges they may encounter in understanding particular concepts and principles and developing particular skills and dispositions)
  • Emphasize discipline-based knowledge for teaching (Professional development should afford teachers opportunities to enhance their subject matter knowledge and pedagogical content knowledge)
  • Consider duration (Professional development should be ongoing, providing adequate time for teachers to examine their practice and how their actions are impacting student learning)
  • Promote coherence (Professional development should support teachers' professional goals, connect to their prior learning and experiences, and align with district assessment practices and curriculum goals and outcomes)
  • Cultivate collective participation (Professional development should encourage groups of teachers to work collaboratively as communities of learners).

These principles reflect both a review of the literature on effective professional development and the experiences and practical wisdom of teachers and teacher educators (for example, see Garet, Porter, Desimone, Birman, & Yoon, 2001; Ingvarson, Meiers & Beavis, 2005; Kennedy, 1998; Kriewaldt, 2008; Meiers & Ingvarson, 2005; Supovitz, 2001; Thompson, 2003; Timperley, 2008; Timperley, Wilson, Barrar & Fung, 2007; Wilson & Berne, 1999).

Bevins, S., Jordan, J., Perry, E. (2011). Reflecting on professional development. Educational Action Research, 19(3), 399-411.

Chval, K., Abell, S., Pareja, E., Musikul, K., & Ritzka, G. (2008). Science and mathematics teachers' experiences, needs, and expectations regarding professional development. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 31-43.

Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: practitioner research for the next generation. Practitioners inquiry. New York, NY: Teachers College Press.

Darling-Hammond, L., & Youngs, P. (2002). Defining "highly qualified teachers": What does "scientifically-based research" actually tell us? Educational Researcher, 31(9), 13-25.

Day, C., & Sachs, J. (2004). International handbook on the continuing professional development of teachers. Maidenhead, UK: Open University Press.

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.

Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Retrieved from http://www.tqsource.org/publications/EvaluatingTeachEffectiveness.pdf

Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.

Guskey, T. R. (2003). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. NASSP Bulletin, 87(637), 4-20.

Guskey, T. R., & Yoon, K. S. (2009). What works in professional development. Phi Delta Kappan, 90(7), 495-500.

Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy. Education Policy Analysis Archives, 13(10), 1-28.

Lee, H.-J. (2004). Developing a professional development program model based on teachers' needs. Professional Educator, 27(1/2), 39-49.

Lieberman, A., & Miller, L. (2008). Teachers in professional communities: Improving teaching and learning. New York: Teachers College Press.

Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), 258-271.

Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2010). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.

Mayer, D., Lloyd, M. (2011). Professional Learning: An introduction to the research literature. Australian Institute for Teaching and School Leadership (AITSL): Melbourne, Australia.

Meiers, M., & Ingvarson, L., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy. Retrieved from http://research.acer.edu.au/professional_dev/1

Murphy, C., Neil, P., & Beggs, J. (2007). Primary science teacher confidence revisited: Ten years on. Educational Research, 49(4), 415-430.

Steiner, L. (2004). Designing effective professional development experiences: What do we know. Naperville, IL: Learning Point Associates.

Supovitz, J. (2001). Translating teaching practice into improved student achievement From the capitol to the classroom. Standards-based reforms in the states. The 100th yearbook of the National Society for the Study of Education, Part Two (pp. 81-98). Chicago: University of Chicago.

Supovitz, J. A., Mayer, D. P., & Kahle, J. B. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational Policy, 14(3), 331-356.

Timperley, H. (2008). Teacher professional learning and development. International Bureau of Education: Geneva, Switzerland.

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.

Weiss, I. R., Banilower, E. R., & Shimkus, E. S. (2004). Local systemic change through teacher enhancement: Year nine cross-site report. Chapel Hill, NC: Horizon Research.

Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.