https://orcid.org/0000-0002-5615-4207
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ABSTRACT
Significant funds have been allocated in the United States at the federal, state, and local levels to provide teacher professional development aimed at bringing about instructional change and resulting in improved student achievement. One important indicator for quality and effectiveness in professional development is change in teaching practice. This study was designed to observe instructional change among 45 classroom teachers across three data points: at the beginning, in the middle, and at the end of a two-year statewide professional development initiative focused on incorporating formative instructional practices into daily classroom work. Repeated measure analysis results indicated significant changes in providing effective feedback and encouraging student ownership of learning. Change patterns in the classrooms included in this study informed future professional development focus, design, and delivery. Researchers found that implementing a comprehensive teacher professional development initiative to improve instructional quality is promising yet challenging because of differing local implementation plans, organizational structures, priorities, and resources.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. The Hawthorne effect refers to a change in an individual’s behavior because of an awareness of being observed. The Halo effect is a bias that unconsciously generalizes an initial positive impression to an individual as a whole.
Additional information
Notes on contributors
Xin Liang
Xin Liang is a professor in the Department of Educational Foundations & Leadership, The University of Akron, USA. Her expertise is in program evaluation.
Linda J. Collins
Linda J. Collins has extensive K–12 experience and currently is an educational consultant. Recent research projects include managing various professional development program evaluations.
Lisa Lenhart
Lisa Lenhart is a Professor of Literacy Education in the Department of Curricular & Instructional Studies, The University of Akron, USA. She has coauthored articles and books in the area of reading education.
Virginia Ressa
Virginia Ressa is a program specialist in the Office for Exceptional Children at the Ohio Department of Education. Her work focuses on professional learning for teachers and administrators.