2,292
Views
16
CrossRef citations to date
0
Altmetric
Articles

A review of practitioner-led evaluation of teacher professional development

ORCID Icon & ORCID Icon
Pages 307-324 | Received 23 Oct 2017, Accepted 09 Mar 2018, Published online: 23 Mar 2018

References

  • Allison, A. , 2013. No art teacher left behind: professional development that really matters in an age of accountability. Arts education policy review , 114 (4), 178–190.10.1080/10632913.2013.826042
  • Arbaugh, F. , et al. , 2016. Supporting university content specialists in providing effective professional development: the educative role of evaluation. Teacher development , 20 (4), 538–556.10.1080/13664530.2016.1173577
  • Australian Institute for Teaching and School Leadership , n.d. The essential guide to professional learning: evaluation . Available from: https://www.aitsl.edu.au/tools-resources/resource/the-essential-guide-to-professional-learning-evaluation.
  • Australian Institute for Teaching and School Leadership , 2012. Australian charter for the professional learning of teachers and school leaders . Carlton South: Author.
  • Barrera-Pedemonte, F. , 2016. High-quality teacher professional development and classroom teaching practices: evidence from TALIS 2013 . Paris: OECD.10.1787/19939019
  • Barrett, N. , Butler, J.S. , and Toma, E.F. , 2013. Do less effective teachers choose professional development does it matter [sic]? Evaluation review , 36 (5), 346–374.
  • Beycioglu, K. , Ozer, N. , and Ugurlu, C.T. , 2010. Teachers’ views on educational research. Teaching and teacher education , 26 (4), 1088–1093.10.1016/j.tate.2009.11.004
  • Biesta, G.J.J. , 2007. Bridging the gap between educational research and educational practice: the need for critical distance. Educational research and evaluation , 13 (3), 295–301.10.1080/13803610701640227
  • Birman, B.F. , et al. , 2009. State and local implementation of the no child left behind act, Volume VII – teacher quality under NCLB: final report . Washington, DC: US Department of Education.
  • Blank, R.K. and de las Alas, N. (2008). Current models for evaluating effectiveness of teacher professional development: recommendations to state leaders from leading experts (Summary report of a CCSSO conference) . Available from: http://programs.ccsso.org/content/pdfs/Current%20Models%20for%20Eval%20Effect%20of%20Teacher%20PD%20summary%20Report.pdf.
  • Blank, R.K. de las Alas, N. , and Smith, C. , 2008. Does teacher professional development have effects on teaching and learning? Washington, DC: Council of Chief State School Officers.
  • Borko, H. , 2004. Professional development and teacher learning: mapping the terrain. Educational researcher , 33 (8), 3–15.10.3102/0013189X033008003
  • Bowe, J. and Gore, J. , 2016. Reassembling teacher professional development: the case for quality teaching rounds. Teachers and teaching: theory and practice , 23 (3), 352–366.
  • Boylan, M. , et al. , 2018. Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional development in education , 44 (1), 120–139.10.1080/19415257.2017.1306789
  • Bredeson, P.V. , 2002. The architecture of professional development: materials, messages and meaning. International journal of educational research , 37, 661–675.10.1016/S0883-0355(03)00064-8
  • Brown, S. , Edmonds, S. , and Lee, B. , 2001. Continuing professional development: LEA and school support for teachers . Berkshire: National Foundation for Educational Research.
  • Bryk, A.S. , 2015. 2014 AERA distinguished lecture: accelerating how we learn to improve. Educational researcher , 44 (9), 467–477.10.3102/0013189X15621543
  • Bubb, S. and Earley, P. , 2010. Helping staff develop in schools . London: Sage.
  • Casteel, C.J. and Ballantyne, K.G. , eds., 2010. Professional development in action: improving teaching for English learners . Washington, DC: National Clearinghouse for English Language Acquisition.
  • Clarke, D. and Hollingsworth, H. , 2002. Elaborating a model of teacher professional growth. Teaching and teacher education , 18 (8), 947–967.10.1016/S0742-051X(02)00053-7
  • Coburn, C.E. and Penuel, W.R. , 2016. Research-practice partnerships in education: outcomes, dynamics and open questions. Educational researcher , 45 (1), 48–54.10.3102/0013189X16631750
  • Coldwell, M. and Simkins, T. , 2011. Level models of continuing professional development evaluation: a grounded review and critique. Professional development in education , 37 (1), 143–157.10.1080/19415257.2010.495497
  • Cornman, S.Q. and Zhou, L. , 2016. Revenues and expenditures for public elementary and secondary education: School year 2013–14 (fiscal year 2014) . Washington, DC: National Center for Education Statistics.
  • CUREE (Centre for the Use of Research and Evidence in Education) , n.d. Evaluation of CPD providers in England 20102011: report for CPD providers . Coventry: Author.
  • Darling-Hammond, L., et al. , 2009. Professional learning in the learning profession: a status report on teacher development in the United States and abroad . Available from: https://learningforward.org/docs/pdf/nsdcstudy2009.pdf.
  • Desimone, L.M. , 2009. Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational researcher , 38 (3), 181–199.10.3102/0013189X08331140
  • Earley, P. and Porritt, V. , eds., 2010. Effective practices in continuing professional development: lessons from schools . London: Institute of Education.
  • Earley, P. and Porritt, V. , 2014. Evaluating the impact of professional development: the need for a student-focused approach. Professional development in education , 40 (1), 112–129.10.1080/19415257.2013.798741
  • Evans, L. , 2011. The ‘shape’ of teacher professionalism in England: professional standards, performance management, professional development and the changes proposed in the 2010 white paper. British educational research journal , 37 (5), 851–870.10.1080/01411926.2011.607231
  • Evans, L. , 2014. Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge journal of education , 44 (2), 179–198.10.1080/0305764X.2013.860083
  • Fishman, B.J. , et al. , 2003. Linking teacher and student learning to improve professional development in systemic reform. Teaching and teacher education , 19 (6), 643–658.10.1016/S0742-051X(03)00059-3
  • Flecknoe, M. , 2002. Measuring the impact of teacher professional development: can it be done? European journal of teacher education , 25 (2–3), 119–134.10.1080/0261976022000035665
  • Fraser, C. , et al. , 2007. Teachers’ continuing professional development: contested concepts, understandings and models. Journal of in-service education , 33 (2), 153–169.10.1080/13674580701292913
  • Garet, M.S. , et al. , 2001. What makes professional development effective? Results from a national sample of teachers. American educational research journal , 38 (4), 915–945.10.3102/00028312038004915
  • General Teaching Council for Scotland , n.d. Using evidence of impact and examples of professional learning journeys . Available from: http://www.gtcs.org.uk/professional-update/professional-learning-journey-using-evidence-of-impact.aspx.
  • Goodall, J. , et al. , 2005. Evaluating the impact of continuing professional development (CPD) . Available from: http://webarchive.nationalarchives.gov.uk/20130402123207/https://www.education.gov.uk/publications/eOrderingDownload/RR659.pdf.
  • Gore, J.M. and Gitlin, A.D. , 2004. [Re]Visioning the academic-teacher divide: power and knowledge in the educational community. Teachers and teaching: theory and practice , 10 (1), 35–58.10.1080/13540600320000170918
  • Grossman, T. and Hirsch, E. , 2009. State policies to improve teacher professional development . Washington, DC: NGA Center for Best Practices.
  • Guskey, T.R. , 2000. Evaluating professional development . Thousand Oaks, CA: Corwin Press.
  • Guskey, T.R. , 2002. Does it make a difference? Evaluating professional development Educational leadership , 59 (6), 45–51.
  • Guskey, T.R. , 2014. Measuring the effectiveness of educators’ professional development. In: L.E. Martin , et al. , eds. Handbook of professional development in education: successful models and practices, PreK-12 . New York, NY : Guilford, 447–466.
  • Harris, A. , et al. , 2006. What difference does it make? Evaluating the impact of continuing professional development in schools. Scottish educational review , 37, 91–99.
  • Haslam, M.B. , 2010. Teacher professional development evaluation guide . Washington, DC: National Staff Development Council.
  • Hill, H.C. , Beisiegel, M. and Jacob, R. , 2013. Professional development research: consensus, crossroads, and challenges. Educational researcher , 42 (9), 476–487.10.3102/0013189X13512674
  • Hochberg, E.D. and Desimone, L.M. , 2010. Professional development in the accountability context: building capacity to achieve standards. Educational psychologist , 45 (2), 89–106.10.1080/00461521003703052
  • Hunzicker, J. , 2011. Effective professional development for teachers: a checklist. Professional development in education , 37 (2), 177–179.10.1080/19415257.2010.523955
  • Jackson, A. and Burch, J. , 2016. School direct, a policy for initial teacher training in England: plotting a principled pedagogical path through a changing landscape. Professional development in education , 42 (4), 511–526.10.1080/19415257.2015.1052090
  • James, M. , 2012. Growing confidence in educational research: threats and opportunities. British educational research journal , 38 (2), 181–201.10.1080/01411926.2011.650681
  • Kelleher, J. , 2003. A model for assessment-driven professional development. Phi Delta Kappan , 84 (10), 751–756.10.1177/003172170308401008
  • Kennedy, A. , 1997. The connection between research and practice. Educational researcher , 26 (7), 4–12.10.3102/0013189X026007004
  • Kennedy, A. , 2005. Models of continuing professional development: a framework for analysis. Journal of in-service education , 31 (2), 235–250.10.1080/13674580500200277
  • Kennedy, A. , 2014. Understanding continuing professional development: the need for theory to impact on policy and practice. Professional development in education , 40 (5), 688–697.10.1080/19415257.2014.955122
  • Killion, J. , 2003. 8 smooth steps: solid footwork makes evaluation of staff development programs a song. Journal of staff development , 24 (4), 14–26.
  • Killion, J. , 2008. Assessing impact: evaluating staff development . Thousand Oaks, CA: Sage.
  • King, F. , 2014. Evaluating the impact of teacher professional development: an evidence-based framework. Professional development in education , 40 (1), 89–111.10.1080/19415257.2013.823099
  • King, J.A. , 2002. Building the evaluation capacity of a school district. New directions for evaluation , 93, 63–80.10.1002/(ISSN)1534-875X
  • Lawrenz, F. , Thomas, K. , and Clarkson, L.C. , 2008. Evaluation capacity building in the schools: administrator-led and teacher-led perspectives. Canadian journal of program evaluation , 23 (3), 61–82.
  • Lauer, P.A. , et al. , 2014. The impact of short-term professional development on participant outcomes: a review of the literature. Professional development in education , 40 (2), 207–227.10.1080/19415257.2013.776619
  • Le Fevre, D.M. , 2014. Barriers to implementing pedagogical change: the role of teachers’ perceptions of risk. Teaching and teacher education , 38, 56–64.10.1016/j.tate.2013.11.007
  • Ling, L.M. and Mackenzie, N. , 2015. An Australian perspective on teacher professional development in supercomplex times. Psychology, society, and education , 7 (3), 264–278.10.25115/psye.v7i3
  • Lingard, R. , Sellar, S. , and Lewis, S. , 2017. Accountabilities in schools and school systems. Oxford Research Encyclopedia of Education . Available from: http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-74.10.1093/acrefore/9780190264093.013.74
  • Mitchem, K. , Wells, D. , and Wells, J. , 2003. Using evaluation to ensure quality professional development in rural schools. Journal of research in rural education , 18 (2), 96–103.
  • McChesney, K.R. , 2017. Investigating teachers’ experiences of professional development within a major education reform in the emirate of Abu Dhabi . Thesis (PhD). Curtin University. Available from: https://espace.curtin.edu.au/handle/20.500.11937/57566.
  • McChesney, K.R. and Aldridge, J.M. , 2018. A new tool for practitioner-led evaluation of teacher professional development. Teacher development (Advance online publication). doi:10.1080/13664530.2017.1418418.
  • McCormick, R. , 2010. The state of the nation in CPD: a literature review. The curriculum journal , 21 (4), 395–412.10.1080/09585176.2010.529643
  • Muijs, D. and Lindsay, G. , 2008. Where are we at? An empirical study of levels and methods of evaluating continuing professional development. British educational research journal , 34 (2), 195–211.10.1080/01411920701532194
  • Mullins, D. , Lepicki, T. , and Glandon, A. , 2010. A professional development evaluation framework for the Ohio ABLE system . Available from: http://uso.edu/network/workforce/able/reference/development/PD_Eval_Framework_Report.pdf.
  • New Zealand Ministry of Education , n.d. Professional learning and development . Available from: http://services.education.govt.nz/pld/.
  • Ofsted , 2006. The logical chain: continuing professional development in effective schools . Available from: http://dera.ioe.ac.uk/5999/1/The%20logical%20chain%20continuing%20professional%20development%20in%20effective%20schools%20%28PDF%20format%29.pdf.
  • Ofsted , 2010. Good professional development in schools: How does leadership contribute? Available from: http://dera.ioe.ac.uk/1109/1/Good%20professional%20development%20in%20schools.pdf.
  • Opfer, V.D. , 2016. Conditions associated with teacher professional development and its impact on instruction in TALIS 2013 . Paris: OECD.10.1787/19939019
  • Opfer, V.D. and Pedder, D. , 2011. Conceptualizing teacher professional learning. Review of educational research , 81 (3), 376–407.10.3102/0034654311413609
  • OECD (Organisation for Economic Co-operation and Development) , 2009. Creating effective teaching and learning environments: first results from TALIS . Paris: OECD.
  • OECD (Organisation for Economic Co-operation and Development) , 2014. TALIS 2013 results: an international perspective on teaching and learning . Paris: Author.
  • OECD (Organisation for Economic Co-operation and Development) , 2016. What makes a school a learning organisation? A guide for policy makers, school leaders and teachers . Paris: Author.
  • Pedder, D. and Opfer, V.D. , 2010. Planning and organisation of teachers’ continuous professional development in schools in England. The Curriculum Journal , 21 (4), 433–452.10.1080/09585176.2010.529652
  • Porritt, V. , Spence-Thomas, K. , and Taylor, C. , 2017. Leading professional learning and development. In: P. Earley and T. Greany , eds. School leadership and education system reform . London: Bloomsbury, 121–130.
  • Puma, M. and Raphael, J. , 2001. Evaluating standards-based professional development for teachers: a handbook for practitioners . Washington, DC: Urban Institute Education Policy Center.
  • Regional Education Laboratory Southeast , 2009. Making decisions about teacher professional development: practices in 8 Alabama school districts . Available from: http://www.educationalpolicy.org/publications/pubpdf/EBE_436_Eval%20PD_AL.pdf.
  • Robinson, M. , et al. , 2008. Research into the role of CPD leadership in schools . Available from: https://www.nfer.ac.uk/publications/pdl01.
  • Rogers, E.M. , 1995. Diffusion of innovations . 4th ed. New York, NY : Free Press.
  • Schoenfeld, A.H. , 1999. Looking toward the 21st century: challenges of educational theory and practice. Educational researcher , 28 (7), 4–14.10.3102/0013189X028007004
  • Shaha, S.H. , et al. , 2004. Evaluating professional development: an approach to verifying program impact on teachers and students. The journal of research in professional learning , 1 (1), 1–18.
  • Sleeter, C. , 2014. Toward teacher education research that informs policy. Educational Researcher , 43 (3), 146–153.10.3102/0013189X14528752
  • Snow, C.E. , 2015. 2014 Wallace Foundation Distinguished Lecture: rigor and realism: doing educational science in the real world. Educational researcher , 44 (9), 460–466.10.3102/0013189X15619166
  • Snow, C.E. , 2016. The role of relevance in education research, as viewed by former presidents. Educational researcher , 45 (2), 64–68.10.3102/0013189X16638325
  • Soine, K.M. and Lumpe, A. , 2014. Measuring characteristics of teacher professional development. Teacher development , 18 (3), 303–333.10.1080/13664530.2014.911775
  • Speck, M. and Knipe, C. , 2005. Why can’t we get it right? Designing high-quality professional development for standards-based schools . 2nd ed. Thousand Oaks, CA: Sage.
  • Sumsion, J. , et al. , 2015. Evaluative decision-making for high-quality professional development: cultivating an evaluative stance. Professional development in education , 41 (2), 419–432.10.1080/19415257.2014.989257
  • Supovitz, J.A. and Turner, H.M. , 2000. The effects of professional development on science teaching practices and classroom culture. Journal of research in science teaching , 37 (9), 963–980.10.1002/(ISSN)1098-2736
  • TDA (Training and Development Agency for Schools) , 2007. Supporting the leadership of continuing professional development in schools . Available from: http://webarchive.nationalarchives.gov.uk/20100202130439/http://www.tda.gov.uk/upload/resources/pdf/cpd/supporting_leadership_cpd.pdf.
  • TDA (Training and Development Agency for Schools) , 2010. Impact evaluation – a model: guidance and practical examples . Manchester, NH : Author.
  • The Teaching Council , 2016. Cosán: framework for teachers’ learning . Kildare: Author.
  • Timperley, H. , et al. , 2007. Teacher professional learning and development: best evidence synthesis iteration . Wellington: New Zealand Ministry of Education.
  • TNTP (The New Teacher Project) , 2015. The mirage: confronting the hard truth about our quest for teacher development . Available from: https://tntp.org/assets/documents/TNTP-Mirage_2015.pdf.
  • Trygstad, P.J. , et al. , 2014. New instruments for studying the impact of science teacher professional development . Chapel Hill, NC: Horizon Research.
  • UK Department for Education , 2016. Standard for teachers’ professional development: implementation guidance for school leaders, teachers, and organisations that offer professional development for teachers . Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/537031/160712_-_PD_Expert_Group_Guidance.pdf.
  • Vanderlinde, R. and van Braak, J. , 2010. The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British educational research journal , 36 (2), 299–316.10.1080/01411920902919257
  • Wayne, A.J. , et al. , 2008. Experimenting with teacher professional development: motives and methods. Educational researcher , 37 (8), 469–479.10.3102/0013189X08327154
  • Webster-Wright, A. , 2009. Reframing professional development through understanding authentic professional learning. Review of educational research , 79 (2), 702–739.10.3102/0034654308330970
  • Whitehurst, G.J. , 2012. The value of experiments in education. Education Finance and Policy , 7 (2), 107–123.10.1162/EDFP_a_00058
  • Wilson, S.M. and 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 (1), 173–209.
  • Yoon, K.S. , et al. , 2007. Reviewing the evidence on how teacher professional development affects student achievement . Available from: https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.