Federal and local governments continue to invest billions of dollars each year in professional development for teachers. Until recently, there has been little rigorous evidence to inform the design and delivery of these programs. This brief outlines the key findings from three random assignment PD evaluation studies and proposes areas for further research.
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2 Nov 2016
Emerging research suggests some promising features of educator performance evaluation measures, such as additional observations of the same teacher and providing more frequent, specific feedback on classroom practice. This report, which discusses first year results of an evaluation of three performance measures for evaluating teachers and principals, found that the measures provided some information to distinguish educator performance and led to increased feedback.
28 Sep 2016
In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students’ understanding of mathematical concepts. This report examines the impact of content-intensive professional development on teachers’ math content knowledge, their instructional practice, and their students’ achievement.
9 Aug 2016
This report builds on the analyses from the original Study of Deeper Learning: Opportunities and Outcomes to explore the connections between deeper learning opportunities, deeper learning competencies (in the interpersonal, intrapersonal, and cognitive domains), and high school graduation.
22 Jun 2016
The Intensive Partnership initiative is based on the premise that efforts to improve instruction can benefit from high-quality measures of teaching effectiveness. The present report summarizes the implementation of the initiative from 2010 through 2014, and it should be of interest to researchers, policymakers, and practitioners who want to understand the potential benefits and challenges of adopting new teacher-evaluation systems and related reforms.
9 Mar 2016
Can deeper learning approaches lead to higher graduation rates? Consistent with the findings from the original Study of Deeper Learning, newly completed analyses find a graduation rate advantage of 8 percentage points for students in participating deeper learning network high schools compared with similar students in matched non-network high schools.