Abstract
This chapter presents a research-based framework for effective online professional development for in-service teachers. Changes in technology allow teachers to engage in different forms of professional development delivery, including online. In order to affect a change in teacher classroom behaviors, online professional development needs to be on par with effective face-to-face professional development. This study uses archival data from the Ohio Performance Assessment Pilot Project in which teachers engaged in either face-to-face or online professional development that was aligned to six characteristics of effective professional development (workshops, outside experts, time, duration, activities, and content). The results of this study found there is no statistically significant difference in student learning outcomes when teachers engaged in comparably designed face-to-face or online professional development. This framework serves as a guide for institutions of higher education as they continue to design and implement professional development through coursework and training.
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