High-quality Professional Development Research Articles

How Do Teachers Collaborate in Informal Professional Learning Activities? An Epistemic Network Analysis

AbstractTeachers turn to many sources for support and professional learning, including social media-based communities that have shown promise to help teachers access resources and facilitate productive exchanges. Although such online communities show promise, questions about their quality for providing a suitable learning environment remain insufficiently answered. In this study, we examine how teachers’ engagement on Twitter (now known as “X”) may adhere to characteristics of high-quality professional development (PD) activities. In that, we employ advanced conversational analysis techniques that extend the primarily descriptive methods used in prior research. Specifically, we collected data from three Twitter communities related to Advanced Placement Biology (N = 2,040 tweets, N = 93 teachers). Qualitative two-cycle content analyses derived both tweet content and sentiment. Using epistemic network analyses, we examined the collaborative structures to examine how participation patterns can identify characteristics of high-quality online PD. Results indicate that some teachers use Twitter with a content focus and coherent to their individual contexts and prior knowledge. Notably, differences in collaboration and participation patterns by teachers’ overall activity level hint at the existence of an online community of practice. More active teachers communicated more about how their individual contexts relate to instruction, whereas less active teachers exhibited more targeted engagement, for instance, related to sharing teaching resources and organizing learning opportunities. Overall, this study illustrates how Twitter may provide a meaningful learning environment to teachers so that it can serve as a relevant avenue for their professional learning.

Inclusive Change in Saint Vincent and the Grenadines: A Collaborative Autoethnography

In many countries, including those in the Caribbean, there has recently been an increasing demand for professional development on inclusive educational practices This need for high-quality professional development is in line with the United Nations Educational, Scientific and Cultural Organization’s (2016) call for inclusion of all children by 2030. Recently, our team was asked to provide professional development to educators in Saint Vincent and the Grenadines that focused on evidence-based practices for students with special education needs. Over the course of 3 years, this service work evolved into a multi-faceted pilot of inclusive education, whereby students with special education needs transitioned from a segregated school into mainstream schools. In this article, we present a collaborative autoethnography that highlights our collective experiences. Our self‑reflections chronicle our experiences and accompanying perceptions gained through providing support and education to educators, students, schools, community, and families in Saint Vincent and the Grenadines over a 3-year period, as they prepared for this transition to inclusion. In collectively reviewing our self-reflections, we discovered three major themes at the heart of our service work: (a) “barriers to inclusion,” (b) “the importance of relationships,” and (c) “transformation.” In discussing these three themes, we explore the successes and challenges we experienced throughout these service projects. What follows is a discussion of our reflective musings related to these experiences as shared critical knowledge for sustainable inclusion work within the Caribbean and beyond.

Enhancing Teacher Professional Development: Strategies, Challenges, and Impacts on Instructional Practice and Student Learning Outcomes: A Review of Research Literature

Abstract: Teacher professional development (PD) is widely acknowledged as a critical component in enhancing educational outcomes and improving student achievement. This study provides a comprehensive review of the importance of teacher professional development, focusing on its impact on teacher effectiveness, instructional quality, and student learning outcomes. Drawing on a synthesis of empirical research, theoretical frameworks, and best practices, this paper highlights the multifaceted benefits of continuous teacher PD, examines key factors influencing its effectiveness, and identifies promising approaches for supporting teachers' ongoing growth and development. The findings underscore the significance of investing in high-quality PD initiatives to cultivate a skilled and motivated teaching workforce capable of meeting the diverse needs of 21st-century learners.

Continuing professional development opportunities: Teachers’ motivation and perceived effectiveness

Continuing professional development (CPD) ensures that learning is an ongoing process and that professionals should continuously upgrade their craft throughout their careers. This study explored the perceived effectiveness of professional development (PD) activities on teachers' competence, aiming to answer questions about what PD activities teachers participate in, what motivates and hinders their participation, and how effective they are perceived to be in terms of improving teaching competence and enhancing student learning. The study utilized a quantitative approach, collecting data through a survey instrument from 1,063 teachers from Central Visayas, which is Region 7 in the Philippines. The results showed that teachers engaged in a variety of activities for their own personal and professional development to enhance their instructional strategies and to meet professional standards. However, hindering factors included lack of time, funding, and workload. Teachers believed that high-quality and needs-based PD activities enhance teaching competence and practice and impact student learning. In conclusion, the study highlights the importance of needs-based CPD programs to support teachers' ongoing professional development and enhancing their effectiveness in the classroom. By addressing the motivating and hindering factors identified in this study and prioritizing responsive CPD opportunities, educators and educational institutions can create a culture of continuous learning and improvement, resulting in positive outcomes for both teachers and students.

Strengthening music teacher professional development: the P–12 music administrator’s role

In this inquiry, we examine P–12 music administrators’ present and future role in the provision, regulation, funding, and improvement of music teacher professional development (PD). We asked: (1) How do P–12 music administrators’ shape PD policies and practices within their school systems? and (2) What might a robust and cohesive suite of PD policies overseen by P–12 music administrators encompass? Using explanatory sequential mixed methods, we first surveyed music administrators from across the United States (n = 54) and then examined in greater depth the situations of five administrators heterogeneously selected from among survey respondents. Integration of quantitative and qualitative data showed that though most music administrators in this study considered PD a formal job responsibility, they tended to manage only “bits and pieces” (in one participant’s words) of a multilayered PD system. We argue in this article that strong PD systems—where access to meaningful, practice-enhancing PD is routine, not exceptional—depend, at least in part, on P–12 music administrators embracing a broader and more proactive conception of their roles as PD policymakers and advocates. Using West and Bautista’s four domains of PD policy action, we propose a set of music administrator-led reforms to standards (ensuring high-quality PD), inducements (motivating genuine teacher engagement in PD), funding (equitable and ample resource support for PD), and accommodations (creating time and space for PD).

VIEWS ON PROFESSIONAL DEVELOPMENT ISSUES FROM THE PERSPECTIVE OF ESL TEACHERS

It is indeed true that, teachers are the most important elements of education who constantly need professional development (PD) activities, targeted to improve their pedagogical and teaching practice. Considering this, many educational systems worldwide have paid special attention to designing courses by which the quality of teaching and learning increases considerably. This paper presents a comprehensive examination of English as a Second Language (ESL) teachers' perceptions regarding professional development (PD). With the dual objectives of understanding teachers' recognition of PD necessity and gauging their willingness to engage in PD activities, the study identifies key motivations, effective PD practices, and prevalent challenges. The research employs a survey-based approach, targeting teachers with varying teaching experience, genders, and levels of professional satisfaction. The data gathered from the survey was processed and analyzed through descriptive statistics and Likert scale was employed for outcome assessments on some survey questions. . The results obtained, when compared with the results of other scholars, involved in the relevant investigation, coincided considerably, although some inconsistencies were observed. The findings reveal that a vast majority of ESL teachers appreciate the value of PD and demonstrate a strong willingness to participate in activities aimed at enhancing their teaching effectiveness and English competency. However, the study also highlights significant barriers such as time constraints due to heavy workload and the need for better access to high-quality PD resources. Most teachers associate their PD involvement directly with positive student outcomes, reflecting a clear link between teacher development and student academic achievements. The research uncovers a pronounced interest in the use of interactive tools in education among ESL practitioners, collaborative learning with AI, lesson planning, and feedback provision. Lastly, the paper delves into the factors impacting motivation for PD and underscores the importance of knowledge sharing and an adequate reward system to foster a thriving PD environment for ESL teachers.

Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models

Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be resource intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 20 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee support. Practical implications to inform the ongoing examination of tiered responsive professional development models are discussed.

Aligning Professional Development With Service Coordinator Knowledge and Skills

Service coordinators under Part C of the Individuals With Disabilities Education Act (IDEA, 2004) help families navigate the early intervention (EI) system and ensure regular communication among team members so services are aligned with family priorities and recommended EI practices. To meet the demands of service coordination, personnel entering the EI field who will serve as service coordinators must receive high-quality professional development to orient them to their unique roles and responsibilities. The purpose of this program evaluation was to examine the effectiveness of one state's service coordination training program and its alignment with the Knowledge and Skills for Service Coordinators (KSSC), a resource document in the Division for Early Childhood and IDEA Infant Toddler Coordinators Association (DEC & ITCA) Joint Position Statement: Service Coordination in Early Intervention (2020). Survey results suggested that the training program was associated with increased knowledge and skills for service coordinator participants in many of the KSSC areas. Participants also reported using what they learned in their work with families. The rubric used to evaluate this training program could be a resource for state-level professional development providers to evaluate alignment of current and future training for service coordinators with the KSSC.

The impact of an interactive, personalized computer-based teacher professional development program on student performance: A randomized controlled trial

Scholars and practitioners have called for personalized and widely accessible professional development (PD) for teachers. Yet, a long-standing tension between customizing support and increasing access to such support has hindered the scale-up of high-quality PD for individual teachers. This study addresses this challenge by developing a computerized program for middle school mathematics teachers that provides frequent opportunities for teachers to interact with and obtain personalized and real-time feedback from a virtual facilitator based on natural language processing. Based on the data collected from 1727 middle school students in an experiment in which the teachers of these students were randomly assigned to the program or the business-as-usual condition (i.e., the control group), we found that the program had a statistically significant impact on students’ mathematics performance. These results demonstrate the potential of incorporating an automated, interactive feedback tool supported by artificial intelligence to create effective, scalable teacher PD.

Innovating with in-service mathematics teachers’ professional development: The intersection among mixed-reality simulations, approximation-of-practice, and technology-acceptance

In-service teachers must be provided with high-quality professional development (PD) opportunities that not only effectively improves and develops their skills, but also engage, and motivate them to continue growing. In this project, we studied in-service teachers’ perceptions, opinions, and mindset toward the use of mixed-reality simulations (MRS) as a potential tool for PD to advance and enhance their pedagogical knowledge for mathematics. We followed a convergent parallel mixed-method approach with 49 in-service teachers who were exposed to a series of simulations sessions. We found evidence that the use and integration of technologies like MRS as a tool for PD is considered to be an approximation of practice well accepted by the teachers. In addition, the majority of participants perceived the tool as an effective-unique strategy to develop skills related to questioning, eliciting and assessing students.

Innovative approaches to the personnel management of the organization in the military period

Introduction. Implementation of innovative approaches to personnel management in organizations is extremely relevant for high-quality professional development of personnel. In Ukraine, it is mandatory to take into account the specifics of the war period and its impact on personnel management. The purpose of the paper is to research innovative approaches to the organization's personnel management by systematizing current scientific results and taking into account the peculiarities of the wartime period in Ukraine. Results. Today, the implementation of innovative approaches to personnel management largely depends on the professional development of the organization's employees. According to the obtained results, there are many studies that consider innovative approaches to personnel management, which are based on several main features: 1) by the main areas of personnel management; 2) according to new trends in personnel management, such as automation of personnel management, including the use of artificial intelligence; 3) according to innovative HR policies and practices used in the organization. In wartime, the security of personnel and their families is the basis for further implementation of innovative approaches to personnel management. The minimum maintenance budget calculated under the current required structure somewhat limits innovation in wartime personnel management, but it provides a stable basis for the further development of companies after the war. Conclusions. The development of new KPIs, as well as the existing readiness of organizations to involve personnel displaced by the war in Ukraine, are promising directions for the implementation of innovative approaches to the organization's personnel management. The results of the study are recommended for the further implementation in both the field of education and business.

Continuous Professional Development Needs for In-service English Language Teachers (INSELTs) at Tertiary Level: An Integrative Review

This article presents an integrative review of the literature pertaining to the Continuous Professional Development (CPD)regarding the needs of in-service English language teachers (INSELTs) at the tertiary level. The review encompassesQualitative, quantitative, and mixed methods previous studies related to CPD for INSELTs. Full texts were screened inthe review process. The review brings together multiple themes of literature convened around three themes: (1) constructof CPD, (a) areas and principles of CPD, (2) need of CPD of INSELTs’ training, (3) support for CPD programmes. Thekey findings of the review illustrate the research gap, to address English language teachers’ needs in providing CPDtraining and professional learning opportunities to in-service teachers at tertiary level. This approach improvises thequality of teaching and learning needs of INSELTs. The results of the review demonstrate that; high quality professionaldevelopment is considered as the soul of teaching practices. The review put forth recommendations that EducationLeadership and Management (ELM) should plan Annual Mentoring Programmes (AMP) at different levels of teachers’training inland and abroad in terms of enhancing their professional competence of INSELTs. The study contributestheoretically with empirical findings in the field of applied linguistics. Additionally, article concludes a need to work onteacher education programmes at tertiary level.

The Potential Promise of Using Adapted Alternating Treatment Designs to Assess Teachers’ Use of Classroom Management Practices

Teachers critically need classroom management skills. To develop these skills, teachers need high-quality professional development (PD). To support teachers, schools need practical tools for assessing the effects of PD on teachers’ use of classroom management practices. The adapted alternating treatments design (AATD) may be a tool for this purpose. We conducted an initial pilot investigation testing the potential of AATDs to evaluate the effects of PD on teachers’ use of classroom management practices for eight Pre-K–12 teachers. We successfully used AATDs to evaluate PD effects in all cases across two phases of PD (online module instruction, online module + peer coaching). Results suggest the potential promise of using AATDs to evaluate the effects of PD on teachers’ use of classroom management practices. Results also showed didactic training alone was often insufficient to increase use of practices, whereas peer coaching was effective in increasing use of at least one practice for all teachers.

Coaches and teachers co-teaching: exploring the challenges and support of co-teaching as a coaching activity

PurposeCo-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better understand the challenges that make co-teaching coaching cycles difficult for coaches to enact with in-service teachers, as well as the supports that can enhance the co-teaching experience for all involved parties.Design/methodology/approachFourteen semi-structured interviews were completed with one instructional coach and three elementary teachers in one school district in the USA. A combination of emergent as well as literature-driven codes was used to code the data.FindingsOverall, the participants pointed to six barriers they encountered when engaging in episodes of co-teaching, which spanned the broad categories of management and logistics, pedagogical dilemmas, and teacher learning. Furthermore, participants identified seven supports, spanning the broad categories of coach preparation, contextual factors, and management and logistics, that enabled them to productively engage in co-teaching.Originality/valueAlthough coaches may frequently engage teachers in coaching cycles involving co-teaching, there is a lack of research-based guidance for coaches about how to engage teachers most productively in co-teaching episodes. The findings from this study, which shed light on the challenges and support of co-teaching from one coach and three teachers, will enable coaches to more effectively co-teach with teachers as a form of high-quality professional development.

Predictors for Augmentative and Alternative Communication Clinical Service Provision: Closing the Gap.

At the core of the clinical services provided by a speech-language pathologist (SLP) is upholding the human right to communicate. Augmentative and alternative communication (AAC) modalities support communication across environments by offering temporary or permanent solutions. Barriers to AAC service provision include translation of knowledge into clinical practice, which remains problematic despite changes to AAC preservice training addressing the knowledge barrier. This study aims to understand the importance of factors impacting the provision of AAC clinical services. From the survey data of SLPs (N = 530) regarding current AAC service delivery practices, barriers, and professional development preferences in the United States, a hierarchical multiple regression identified the importance between individual and clinical practice variables of knowledge and current use of AAC modalities. A binomial logistic regression predicted the probability of one or more independent variables for barriers to AAC service delivery and learning preferences for AAC-related professional development. The factors impacting SLPs' knowledge and barriers to practice are related to clinical practicum experiences. Engagement in AAC-related continuing education (CE) is the primary contributor to the use of AAC service provision. Predictors for barriers to AAC clinical provision are associated with clinical practicum experiences, the average number of patients seen weekly, and geographic region. Preference for CE topics and frequency depend on the work setting. Hands-on clinical practicum experience addresses opportunity barriers in AAC service provision, contributing explicitly to the value of collaboration in AAC service delivery and highlights the importance of evidence-based professional development content. The findings from this study are reassuring in that clinicians are using AAC and suggest that high-quality professional development is an effective means to address the gap between knowledge generation and translation in the field. https://doi.org/10.23641/asha.23202170.

Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Introduction: The Better Start Literacy Approach is an example of a multi-tiered system of support (MTSS) to facilitate children’s early literacy success. It is set within a strengths-based and culturally responsive framework for literacy teaching and is being implemented in over 800 English medium schools across New Zealand. This report focuses on how children identified at school entry as English Language Learners (ELL) responded to the Better Start Literacy Approach during their first year at school. Method: Using a matched control design, the growth in phoneme awareness, phoneme-grapheme knowledge, and oral narrative skills for 1,853 ELL was compared to a cohort of 1,853 non-ELL. The cohorts were matched for ethnicity (mostly Asian, 46% and Pacific, 26%), age (M = 65 months), gender (53% male), and socioeconomic deprivation index (82% in areas of mid to high deprivation). Results: Data analyses indicated similar positive growth rates for ELL and non-ELL from baseline to the first monitoring assessment following 10 weeks of Tier 1 (universal/class level) teaching. Despite demonstrating lower phoneme awareness skills at baseline, following 10 weeks of teaching, the ELL cohort performed similarly to non-ELL in non-word reading and spelling tasks. Predictors of growth analyses indicated that ELL from areas of low socioeconomic deprivation, who used a greater number of different words in their English story retells at the baseline assessment, and females made the most growth in their phonic and phoneme awareness development. Following the 10-week monitoring assessment, 11% of the ELL and 13% of the non-ELL cohorts received supplementary Tier 2 (targeted small group) teaching. At the next monitoring assessment (20 weeks post baseline assessment) the ELL cohort showed accelerated growth in listening comprehension, phoneme-grapheme matching and phoneme blending skills, catching up to their non-ELL peers. Discussion: Despite limitations of the dataset available, it provides one of the few insights into the response of ELL to Tier 1 and Tier 2 teaching in their first year at school. The data suggest that the Better Start Literacy Approach, which includes high-quality professional learning and development for teachers, literacy specialists, and speech-language therapists, is an effective approach toward developing foundational literacy skills for ELL. The important role speech-language therapists have in collaborating with class teachers to support children’s early literacy success within a MTSS framework is discussed.

THE IMPACT OF TEACHER DEVELOPMENT ON STUDENTS’ ACHIEVEMENT: EVIDENCE FROM LITERATURE REVIEW

This literature review was aimed to explore the impact of teacher development on students' achievement. With the growing emphasis on improving educational outcomes, it becomes crucial to examine the efficacy of teacher professional development programs in enhancing student performance. The study draws upon a comprehensive analysis of relevant scholarly articles, research studies, and academic publications. The findings highlight the significant role that teacher development plays in advancing students' academic success. Research suggests that targeted professional development programs can lead to improved teaching methodologies, enhanced subject expertise, and increased instructional effectiveness. As teachers acquire new knowledge and skills, they become better equipped to meet the diverse learning needs of students, thereby fostering a more engaging and supportive learning environment. Additionally, the literature review reveals that effective teacher development initiatives positively influence students' motivation, selfconfidence, and overall attitude towards learning. Students taught by updated and well-trained educators tend to demonstrate higher levels of academic achievement across various subjects and grade levels. However, the review also highlights the importance of sustained and ongoing teacher development for long-term impact. It suggests that one-time workshops or short-term programs may only yield limited improvements. In conclusion, this literature review provides substantial evidence to support the positive correlation between teacher development and students' achievement. Iinvesting in high-quality professional development programs is important to empower and equip educators with the necessary skills and knowledge to effectively support student learning outcomes.

The effects of practice-based coaching on paraprofessional implementation of shared book reading strategies

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching paired with scripted supports on a paraeducator’s use of shared book reading strategies. Indirectly evaluated were impacts on the expressive and receptive vocabulary knowledge of one preschool child with a language delay. Employing a single-case design method, the paraeducator was trained on three strategies (i.e., question/evaluate, expansions, and repeat) embedded within the context of shared book reading. Results indicated the paraeducator implemented the strategies with fidelity, corresponding child-level data was also positive. The paraeducator reported feeling more confident in her ability to implement the strategies. Implications for future research are discussed.

Reproduction to transformation: disrupting teacher habitus through pedagogic work

Addressing in-service teacher professional development is a significant issue for educational stakeholders as reform movements mobilize to replace teacher-led instruction with student-centred pedagogies. Teachers need access to high-quality professional development to mitigate implementation problems associated with reform practices. Drawing on critical ethnography, I followed the year-long professional journey of six in-service science teachers in Quebec, Canada. Video-recorded professional development meetings and semi-structured interviews captured how teachers worked to enact sophisticated inquiry-based teaching practices. I have used a Bourdieusian lens to examine teachers’ shifting habitus as they professionally develop in collaborative professional development. Findings suggested that the field of educational reform is transformative when teachers engage with a professional learning model emphasizing critical reflection and collaborative discourse. Using Bourdieu’s concept of habitus and field, findings illustrate the benefits of pedagogic work on teachers’ repertoires of practice to understand the generative potential of professional development to transform teachers’ instructional practices.

Elements of the Transformation of Preschool Curriculum and Educational Practices

The development of a curriculum poses a challenge for theoreticians, practitioners and educational policy makers. The official curriculum of a country represents the guidelines that should serve as the basis on which practices are developed in educational institutions. However, every institution modifies and applies the curriculum differently. The level of a practitioner’s professional development, as well as the culture of the educational institution in question profoundly influence the manner in which the curriculum is evolving in a particular educational institution. For that reason, it is especially important to facilitate access to systematic and high-quality professional development for preschool teachers, so that they are capable of developing the curriculum in line with the challenges of our time and contemporary scientific findings on early childhood education and care. The practice of many preschool teachers in Croatia reflects an outdated understanding of educational work involving children, and the official curriculum does not have much of an impact on that fact. Despite the fact that the practices of individual preschool teachers, even within the same institution, can differ significantly, there are certain shared traditionalisms that represent a burden for practice in Croatian preschools, and that are not easily removed. In order to gradually remove them, i.e., replace them with more contemporary methods of educating children, it is necessary to first become aware of them, as it is precisely the lack of awareness that such traditionalisms exist that causes them to remain a part of the practice.