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Professional Development: How Best to Spend Your Money Conference of the Near East South Asia Council for Overseas Schools Kathmandu, Nepal October 2010 Thomas R. Guskey Professor of Educational Psychology College of Education University of Kentucky Lexington, KY 40506 Phone: 859-257-5748 E-mail: [email protected]

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Page 1: Professional Development - nesacenter.org · Professional Development: How Best to Spend Your Money Conference of the Near East South Asia Council for Overseas Schools Kathmandu,

Professional Development: How Best to Spend Your Money

Conference of the

Near East South Asia Council for Overseas Schools Kathmandu, Nepal

October 2010

Thomas R. Guskey Professor of Educational Psychology

College of Education University of Kentucky Lexington, KY 40506

Phone: 859-257-5748 E-mail: [email protected]

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Thomas R. Guskey College of Education, University of Kentucky, Lexington, KY 40506

(Phone: 859-272-5841 E-mail: [email protected])

Dr. Guskey is Professor of Educational Psychology in the College of Education at the University of Kentucky, and well known for his work in professional development and educational change. He is included in the National Staff Development Council’s Leaders in Staff Development, and is the only person to have twice won the Council’s Book of the Year Award and three times the Article of the Year Award. Dr. Guskey served on the Policy Research Team of the National Commission on Teaching & America’s Future, on the Task Force to develop the National Standards for Staff Development, and recently was named a Fellow in the American Educational Research Association, one of the Association’s highest honors. He is the author/editor of 18 books and over 200 articles and papers, and has been featured on National Public Radio’s “Morning Edition” and “Talk of the Nation.” As a consultant to schools and education agencies around the world, he brings insight to education’s most complex problems.

Selected Publications on Professional Development and Instructional Improvement

Evaluating Professional Development. Thousand Oaks, CA: Corwin Press, 2000.

* NSDC Book of the Year – 2000

Professional Development in Education: New Paradigms and Practices. (with M. Huberman). New York: Teachers College Press, 1995.

* NSDC Book of the Year – 1996

“Closing the Knowledge Gap on Effective Professional Development.”Educational Horizons, 88(3).

“What Works in Professional Development?” (with K. Yoon). Phi Delta Kappan, 2009, 90(7), 495-500.

“Leadership in the Age of Accountability.” Educational Horizons, 2007, 86(1), 29-34.

“Multiple Sources of Evidence: An Analysis of Stakeholders’ Perceptions of Various Indicators of Student Learning.” Educational Measurement: Issues and Practice, 2007, 26(1), 19-27.

“Evaluating a Community-Wide Parent and Family Involvement Program” (with C. Ellender & S. Kang). Journal of School Public Relations, 2007, 28(1), 6-31.

“Taking a Second Look at Accountability.” Journal of Staff Development, 2005, 26(1), 10-18.

“Five Key Concepts Kick Off the Process: Professional Development Provides the Power to Implement Standards.” Journal of Staff Development, 2005, 26(1), 36-40

“Analyzing Lists of the Characteristics of Effective Professional Development.” NASSP Bulletin, 2003, 87(637), 4-20.

“Scooping Up Meaningful Evidence.” Journal of Staff Development, 2003, 24(4), 27-30.

“What Makes Professional Development Effective?” Phi Delta Kappan, 2003, 84(10), 748-750.

* NSDC Best Non-Dissertation Research Award – 2003

“New Challenges for Staff Developers Under No Child Left Behind.” The Networker, 2002, 13(3), 1, 3-4.

“Does It Make a Difference? Evaluating Professional Development.” Educational Leadership, 2002, 59(6), 45-51.

* NSDC Article of the Year – 2002

“Backward Planning: A Results-Based Strategy for Professional Development.” Curriculum in Context, 2001, 28(2), 18-20.

“The Backward Approach.” Journal of Staff Development, 2001, 22(3), 60.

“New Views on Improving Professional Development.” Instructional Leadership, 2001, 16(3), 1-2, 9-12.

“Apply Time With Wisdom.” Journal of Staff Development, 1999, 20(2), 10-15.

“Moving from Means to Ends.” Journal of Staff Development, 1999, 20(2), 48.

“The Age of Our Accountability.” Journal of Staff Development, 1998, 19(4), 36-44.

* NSDC Article of the Year – 1999

“Making Time to Train Your Staff.” The School Administrator, 1998, 55(7), 35-37.

“Follow-Up is Key, But it’s Often Forgotten.” Journal of Staff Development, 1998, 19(2), 7-8.

“Research Links Professional Development and Student Learning.” Journal of Staff Development, 1997, 18(2), 36-40.

“Evaluating Staff Development Begins by Identifying Its Purpose.” The Developer (April 1997, p. 3).

“Jointly Planning Staff Training.” The School Administrator, 1996, 53(11), 33-34.

“Exploring Relationship Between Staff Development and Improvements in Student Learning.” (with D. Sparks). Journal of Staff Development, 1996, 17(4), 34-38.

“The Road To Classroom Change.” (with K. Peterson). Educational Leadership, 1996, 53(4) 10-14.

“Results-Oriented Professional Development: In Search of an Optimal Mix of Effective Practices.” Journal of Staff Development, 1994, 15(4), 42-50.

* NSDC Article of the Year – 1996

“The Most Significant Advances in Staff Development.” Journal of Staff Development, 1994, 15(4), 5-6.

“Why Pay Attention to Research When Researchers Can’t Agree?” The Developer (February 1993, 3-4).

“What Does It Mean To Be ‘Research-Based’?” The Developer (November 1992, p. 5).

“Enhancing the Effectiveness of Professional Development Programs.” Journal of Educational and Psychological Consultation, 1992, 2(3), 239-247.

“What to Consider When Evaluating Staff Development.” (with D. Sparks). Educational Leadership, 1991 49(3), 73-76.

“Integrating Innovations.” Educational Leadership, 1990, 47(5), 11-15.

“Attitude and Perceptual Change in Teachers.” International Journal of Educational Research, 1989, 13(4), 439-453.

“Every Teacher Can Be the Best.” Vocational Education Journal, 1989, 64(1), 20-22.

“Teacher Efficacy, Self-Concept, and Attitudes Toward the Implementation of Instructional Innovation.” Teaching and Teacher Education, 1988, 4(1), 63-69.

“Staff Development and the Process of Teacher Change.” Educational Researcher, 1986, 15(5), 5-12.

“The Effects of Staff Development on Teachers’ Perceptions About Effective Teaching.” Journal of Educational Research, 1985 78(6), 378-381.

“Staff Development and Teacher Change.” Educational Leadership, 1985, 42(7), 57-60.

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Questionnaires and

Activities

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Professional Development Questionnaire © Thomas R. Guskey

Directions: In the blanks below first describe the characteristics of the most effective (best) professional development experiences in which you have been involved. Then describe the characteristics of the least effective (worst) experiences.

Question Most Effective Least Effective

1. What was the topic or title?

2. Who planned the experience?

3. Who participated in the experience?

4. Who lead the experience? (Consultants or Staff)

5. How large was the group that participated?

6. When was the experience held?

7. How long was the training portion of the experience?

8. What types of activities were involved?

9. Did the experience involve changes in practice?

10. How extensive were the suggested changes?

11. How complex or difficult were the suggested changes?

12. Were there follow-up activities involved?

13. Who led the follow-up activities?

14. What improvements did the experience bring?

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Copies of Slides

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Enhancing and Evaluating Enhancing and Evaluating the Effectiveness of the Effectiveness of

P f i l D l tP f i l D l t

Enhancing and Evaluating Enhancing and Evaluating the Effectiveness of the Effectiveness of

P f i l D l tP f i l D l tProfessional DevelopmentProfessional Development

Thomas R. Thomas R. GuskeyGuskey

Professional DevelopmentProfessional Development

Thomas R. Thomas R. GuskeyGuskey

Systemic ChangeSystemic ChangeSystemic ChangeSystemic Change Ch iCh i Hi hl C l PHi hl C l P Ch iCh i Hi hl C l PHi hl C l P Change is aChange is a Highly Complex ProcessHighly Complex Process

Professional Development is Essential Professional Development is Essential

Change is aChange is a Highly Complex ProcessHighly Complex Process

Professional Development is Essential Professional Development is Essential

ChangeChange is a is a Prerequisite forPrerequisite forChangeChange is a is a

Prerequisite forPrerequisite forPrerequisite for Prerequisite for IImprovementmprovement !!

Prerequisite for Prerequisite for IImprovementmprovement !!

What Makes Professional What Makes Professional Development Effective?Development Effective?

What Makes Professional What Makes Professional Development Effective?Development Effective?

Consider your Consider your BESTBEST and and WORSTWORST Professional Professional

Development Experiences:Development Experiences:

Consider your Consider your BESTBEST and and WORSTWORST Professional Professional

Development Experiences:Development Experiences:

11111.1. What was the What was the TopicTopic or or ContentContent??

2. Who Planned it?

3.3. Who Who LedLed it?it?

4.4. What were the What were the ResultsResults??

1.1. What was the What was the TopicTopic or or ContentContent??

2. Who Planned it?

3.3. Who Who LedLed it?it?

4.4. What were the What were the ResultsResults??

Five Levels Five Levels ofof Professional Professional Development Evaluation:Development Evaluation:

Five Levels Five Levels ofof Professional Professional Development Evaluation:Development Evaluation:

1.1. Participants’ Participants’ ReactionsReactions to the Experienceto the Experience1.1. Participants’ Participants’ ReactionsReactions to the Experienceto the Experience

2. Participants’ Learning from the Experience

3.3. Organization Organization Support & ChangeSupport & Change

4.4. Participants’ Participants’ UseUse of New Knowledge & Skillof New Knowledge & Skill

5.5. Results: Results: Student Learning OutcomesStudent Learning Outcomes

2. Participants’ Learning from the Experience

3.3. Organization Organization Support & ChangeSupport & Change

4.4. Participants’ Participants’ UseUse of New Knowledge & Skillof New Knowledge & Skill

5.5. Results: Results: Student Learning OutcomesStudent Learning Outcomes

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Five Levels Five Levels ofof Professional Professional Development Development PlanningPlanning::

Five Levels Five Levels ofof Professional Professional Development Development PlanningPlanning::

5.5. Results: Results: Student Learning OutcomesStudent Learning Outcomes5.5. Results: Results: Student Learning OutcomesStudent Learning Outcomes

4. Participants’ Use of New Knowledge & Skillof New Knowledge & Skill

3.3. Organization Organization Support & ChangeSupport & Change

2.2. Participants’ Participants’ LLearning from the Experience

1.1. Participants’ Participants’ ReactionsReactions to the Experienceto the Experience

4. Participants’ Use of New Knowledge & Skillof New Knowledge & Skill

3.3. Organization Organization Support & ChangeSupport & Change

2.2. Participants’ Participants’ LLearning from the Experience

1.1. Participants’ Participants’ ReactionsReactions to the Experienceto the Experience

1.1. Program Topic?Program Topic?

2.2. Program Planning?Program Planning?

3.3. Program Participants?Program Participants?

4.4. Program Leadership?Program Leadership?

1.1. Program Topic?Program Topic?

2.2. Program Planning?Program Planning?

3.3. Program Participants?Program Participants?

4.4. Program Leadership?Program Leadership?

5.5. Group Size?Group Size?

6.6. Program Timing?Program Timing?

7.7. Length of Training?Length of Training?

8.8. Types of Activities?Types of Activities?

5.5. Group Size?Group Size?

6.6. Program Timing?Program Timing?

7.7. Length of Training?Length of Training?

8.8. Types of Activities?Types of Activities?8.8. Types of Activities?Types of Activities?8.8. Types of Activities?Types of Activities?

9.9. Extent & ComplexityExtent & Complexityof Change?of Change?

10.10. FollowFollow--up &up &Improvements?Improvements?

9.9. Extent & ComplexityExtent & Complexityof Change?of Change?

10.10. FollowFollow--up &up &Improvements?Improvements?Improvements?Improvements?Improvements?Improvements?

What What DoesDoes Make Make Professional Development Professional Development

Effective?Effective?

What What DoesDoes Make Make Professional Development Professional Development

Effective?Effective?10

10

10 10

10

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

1.1. Begin with a clear focus onBegin with a clear focus on1.1. Begin with a clear focus onBegin with a clear focus on

LearningLearningandand LearnersLearners !!

LearningLearningandand LearnersLearners !!

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Five Levels Five Levels ofof Professional Professional Development Development PlanningPlanning::

Five Levels Five Levels ofof Professional Professional Development Development PlanningPlanning::

5.5. Results: Results: Student Learning OutcomesStudent Learning Outcomes5.5. Results: Results: Student Learning OutcomesStudent Learning Outcomes

4. Participants’ Use of New Knowledge & Skillof New Knowledge & Skill

3.3. Organization Organization Support & ChangeSupport & Change

2.2. Participants’ Participants’ LLearning from the Experience

1.1. Participants’ Participants’ ReactionsReactions to the Experienceto the Experience

4. Participants’ Use of New Knowledge & Skillof New Knowledge & Skill

3.3. Organization Organization Support & ChangeSupport & Change

2.2. Participants’ Participants’ LLearning from the Experience

1.1. Participants’ Participants’ ReactionsReactions to the Experienceto the Experience

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

There must be There must be Clear GoalsClear Goalsalong withalong with

There must be There must be Clear GoalsClear Goalsalong withalong withalong with along with

Assessment ProceduresAssessment Proceduresto document progress.to document progress.

along with along with

Assessment ProceduresAssessment Proceduresto document progress.to document progress.

Solution:Solution: 33--Step Planning:Step Planning:

1. 1. How does this activity relateHow does this activity relateto the school mission?to the school mission?

22

Solution:Solution: 33--Step Planning:Step Planning:

1. 1. How does this activity relateHow does this activity relateto the school mission?to the school mission?

222. 2. What are the intended studentWhat are the intended studentlearning outcomes?learning outcomes?

3. 3. What evidence best reflectsWhat evidence best reflects

those outcomes?those outcomes?

2. 2. What are the intended studentWhat are the intended studentlearning outcomes?learning outcomes?

3. 3. What evidence best reflectsWhat evidence best reflects

those outcomes?those outcomes?

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

Clear goals help mobilizeClear goals help mobilizeClear goals help mobilizeClear goals help mobilize

EveryoneEveryoneand keep effortsand keep efforts On TaskOn Task..

EveryoneEveryoneand keep effortsand keep efforts On TaskOn Task..

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

Goals prevent distraction Goals prevent distraction by peripheral issuesby peripheral issues

Goals prevent distraction Goals prevent distraction by peripheral issuesby peripheral issuesby peripheral issues by peripheral issues

thatthat Waste Crucial TimeWaste Crucial Timeandand Divert EnergyDivert Energy. .

by peripheral issues by peripheral issues

thatthat Waste Crucial TimeWaste Crucial Timeandand Divert EnergyDivert Energy. .

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

22 Engage inEngage in RigorousRigorous22 Engage inEngage in RigorousRigorous2.2. Engage in Engage in RigorousRigorousSelfSelf--AnalysisAnalysis..

2.2. Engage in Engage in RigorousRigorousSelfSelf--AnalysisAnalysis..

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Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

SelfSelf--Analysis requires:Analysis requires:SelfSelf--Analysis requires:Analysis requires:SelfSelf Analysis requires:Analysis requires:1. The 1. The couragecourage to ask tough questions.to ask tough questions.

2. The 2. The skillskill to find honest answers.to find honest answers.

SelfSelf Analysis requires:Analysis requires:1. The 1. The couragecourage to ask tough questions.to ask tough questions.

2. The 2. The skillskill to find honest answers.to find honest answers.

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

Reaching your Reaching your GoalsGoalsReaching your Reaching your GoalsGoalsrequires a clear sense ofrequires a clear sense of

Where You AreWhere You Are..

requires a clear sense ofrequires a clear sense of

Where You AreWhere You Are..

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

We must continually ask:We must continually ask:We must continually ask:We must continually ask:

1.1. Who is not learning? Who is not learning?

2.2. Why?Why?

3.3. What can we do about it? What can we do about it?

1.1. Who is not learning? Who is not learning?

2.2. Why?Why?

3.3. What can we do about it? What can we do about it?

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

3.3. Recognize change isRecognize change is3.3. Recognize change isRecognize change isan an IndividualIndividual andand

OrganizationalOrganizational process.process.

an an IndividualIndividual andand

OrganizationalOrganizational process.process.

Remember theRemember the

Stages of ConcernStages of ConcernRemember theRemember the

Stages of ConcernStages of Concern1. Personal1. Personal1. Personal1. Personal2. Management2. Management3. Impact3. Impact2. Management2. Management3. Impact3. Impact

From: Hall, G., Wallace, R. & Dossett, W. (1973). From: Hall, G., Wallace, R. & Dossett, W. (1973). A developmental conceptualization A developmental conceptualization of the adaptation process within educational institutionsof the adaptation process within educational institutions. Austin, TX: Research and . Austin, TX: Research and

Development Center for Teacher Education, University of Texas.Development Center for Teacher Education, University of Texas.

From: Hall, G., Wallace, R. & Dossett, W. (1973). From: Hall, G., Wallace, R. & Dossett, W. (1973). A developmental conceptualization A developmental conceptualization of the adaptation process within educational institutionsof the adaptation process within educational institutions. Austin, TX: Research and . Austin, TX: Research and

Development Center for Teacher Education, University of Texas.Development Center for Teacher Education, University of Texas.

Consider theConsider the

Order of ChangeOrder of ChangeConsider theConsider the

Order of ChangeOrder of Change Teacher Attitudes and BeliefsTeacher Attitudes and Beliefs Teacher Attitudes and BeliefsTeacher Attitudes and Beliefs Teacher Attitudes and BeliefsTeacher Attitudes and Beliefs Teaching PracticesTeaching Practices Student LearningStudent Learning

Teacher Attitudes and BeliefsTeacher Attitudes and Beliefs Teaching PracticesTeaching Practices Student LearningStudent Learning

From: Guskey, T. R. (1986). Staff development and the process of teacher change.From: Guskey, T. R. (1986). Staff development and the process of teacher change.Educational Researcher, 15(5), 5Educational Researcher, 15(5), 5--12.12.

From: Guskey, T. R. (1986). Staff development and the process of teacher change.From: Guskey, T. R. (1986). Staff development and the process of teacher change.Educational Researcher, 15(5), 5Educational Researcher, 15(5), 5--12.12.

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Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

4.4. ThinkThink BigBig,,4.4. ThinkThink BigBig,,4.4. ThinkThink BigBig,,

but Startbut Start SmallSmall!!4.4. ThinkThink BigBig,,

but Startbut Start SmallSmall!!

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

Change isChange is DynamicDynamic andand

L S lL S lChange isChange is DynamicDynamic andand

L S lL S lLarge ScaleLarge Scale,,but implemented throughbut implemented through

a series ofa series of Smaller StepsSmaller Steps..

Large ScaleLarge Scale,,but implemented throughbut implemented through

a series ofa series of Smaller StepsSmaller Steps..

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

We must balance theWe must balance the

Urgency for ImprovementUrgency for Improvement We must balance theWe must balance the

Urgency for ImprovementUrgency for ImprovementUrgency for ImprovementUrgency for Improvementwith the with the Need toNeed to

Validate EffectivenessValidate Effectiveness..

Urgency for ImprovementUrgency for Improvementwith the with the Need toNeed to

Validate EffectivenessValidate Effectiveness..

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

5.5. Ensure proceduresEnsure procedures

OngoingOngoing dd

5.5. Ensure proceduresEnsure procedures

OngoingOngoing ddare are OngoingOngoing andand

ProfessionallyProfessionallyEmbeddedEmbedded..

are are OngoingOngoing andand

ProfessionallyProfessionallyEmbeddedEmbedded..

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

Change is a Change is a NaturalNatural andand

Recurring ProcessRecurring ProcessChange is a Change is a NaturalNatural andand

Recurring ProcessRecurring ProcessRecurring ProcessRecurring Processthat is essential tothat is essential to

All All Learning EnvironmentsLearning Environments..

Recurring ProcessRecurring Processthat is essential tothat is essential to

All All Learning EnvironmentsLearning Environments..

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

66 Work inWork in TeamsTeams66 Work inWork in TeamsTeams6.6. Work inWork in TeamsTeamsto maintain support !to maintain support !

6.6. Work inWork in TeamsTeamsto maintain support !to maintain support !

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Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

77 UseUse AvailableAvailable77 UseUse AvailableAvailable7.7. UseUse AvailableAvailableResourcesResources!!

7.7. UseUse AvailableAvailableResourcesResources!!

Major Models of Major Models of Professional DevelopmentProfessional Development

Major Models of Major Models of Professional DevelopmentProfessional Development

1.1. TrainingTraining2.2. Observation / AssessmentObservation / Assessment

33 Involvement in a Development /Involvement in a Development /

1.1. TrainingTraining2.2. Observation / AssessmentObservation / Assessment

33 Involvement in a Development /Involvement in a Development /3.3. Involvement in a Development /Involvement in a Development /Improvement ProcessImprovement Process

4.4. Study GroupsStudy Groups

5.5. Inquiry / Action ResearchInquiry / Action Research

6.6. IndividuallyIndividually--Guided ActivitiesGuided Activities

7.7. MentoringMentoring

3.3. Involvement in a Development /Involvement in a Development /Improvement ProcessImprovement Process

4.4. Study GroupsStudy Groups

5.5. Inquiry / Action ResearchInquiry / Action Research

6.6. IndividuallyIndividually--Guided ActivitiesGuided Activities

7.7. MentoringMentoring

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

88 Include procedures forInclude procedures for88 Include procedures forInclude procedures for8.8. Include procedures forInclude procedures for

FeedbackFeedback on resultson results!!

8.8. Include procedures forInclude procedures for

FeedbackFeedback on resultson results!!

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

9.9. Provide continuedProvide continued9.9. Provide continuedProvide continued

FollowFollow--upup, , SupportSupport,,

and and Pressure Pressure !!FollowFollow--upup, , SupportSupport,,

and and Pressure Pressure !!

Effective Professional DevelopmentEffective Professional DevelopmentEffective Professional DevelopmentEffective Professional Development

10.10. IntegrateIntegrate10.10. IntegrateIntegrate10.10. IntegrateIntegrateProgramsPrograms !!

10.10. IntegrateIntegrateProgramsPrograms !!

Integrating InnovationsIntegrating InnovationsIntegrating InnovationsIntegrating InnovationsPerformance-Based Education

Critical Thinking Skills

Learning Styles / Modalities

EffectiveSchools

LearningObjectives Instruction

FormativeAssessment

Feedback,Correctives

&Enrichment

SummativeEvaluation

Mastery Teaching

TESA

Mastery Learning

Cooperative Learning

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Professional Development andProfessional Development andImproved Student LearningImproved Student Learning

Professional Development andProfessional Development andImproved Student LearningImproved Student Learning

ContentCharacteristics

ContextCharacteristics

ProcessVariables

ImprovedStudentLearning

Qualityof

ProfessionalDevelopment

Professional Development andProfessional Development andImproved Student LearningImproved Student Learning

Professional Development andProfessional Development andImproved Student LearningImproved Student Learning

Q alit

CONTENTCharacteristics

ADMINISTRATORKnowledge & Practices

Clinical Supervision,Coaching, Evaluation

POLICIES onCurriculum,Organization,Textbooks,Discipline,Attendance,

ImprovedStudentLearning

Qualityof

ProfessionalDevelopment

PROCESSVariables

CONTEXTCharacteristics

TEACHERKnowledge & Practices

Parent Conferences,Guided Homework

PARENTKnowledge & Practices

PARENTTraining

Grading, etc.

EvaluatingEvaluatingProfessionalProfessionalEvaluatingEvaluating

ProfessionalProfessionalDevelopmentDevelopment

Thomas R. GuskeyThomas R. Guskey

DevelopmentDevelopmentThomas R. GuskeyThomas R. Guskey

Five Levels Five Levels ofof Professional Professional Development Evaluation:Development Evaluation:

Five Levels Five Levels ofof Professional Professional Development Evaluation:Development Evaluation:

1.1. Participants’ Participants’ ReactionsReactions to the Experienceto the Experience1.1. Participants’ Participants’ ReactionsReactions to the Experienceto the Experience

2. Participants’ Learning from the Experience

3.3. Organization Organization Support & ChangeSupport & Change

4.4. Participants’ Participants’ UseUse of New Knowledge & Skillof New Knowledge & Skill

5.5. Results: Results: Student Learning OutcomesStudent Learning Outcomes

2. Participants’ Learning from the Experience

3.3. Organization Organization Support & ChangeSupport & Change

4.4. Participants’ Participants’ UseUse of New Knowledge & Skillof New Knowledge & Skill

5.5. Results: Results: Student Learning OutcomesStudent Learning Outcomes

Five Levels Five Levels ofof Professional Professional Development Development PlanningPlanning::

Five Levels Five Levels ofof Professional Professional Development Development PlanningPlanning::

5.5. Results: Results: Student Learning OutcomesStudent Learning Outcomes5.5. Results: Results: Student Learning OutcomesStudent Learning Outcomes

4. Participants’ Use of New Knowledge & Skillof New Knowledge & Skill

3.3. Organization Organization Support & ChangeSupport & Change

2.2. Participants’ Participants’ LLearning from the Experience

1.1. Participants’ Participants’ ReactionsReactions to the Experienceto the Experience

4. Participants’ Use of New Knowledge & Skillof New Knowledge & Skill

3.3. Organization Organization Support & ChangeSupport & Change

2.2. Participants’ Participants’ LLearning from the Experience

1.1. Participants’ Participants’ ReactionsReactions to the Experienceto the Experience

At Each LevelAt Each LevelWe Must Consider:We Must Consider:

At Each LevelAt Each LevelWe Must Consider:We Must Consider:AA What questions are addressed?What questions are addressed?AA What questions are addressed?What questions are addressed?A.A. What questions are addressed?What questions are addressed?

B.B. How will information be gathered? How will information be gathered?

C.C. What is measured or assessed?What is measured or assessed?

D.D. How will the information be used?How will the information be used?

A.A. What questions are addressed?What questions are addressed?

B.B. How will information be gathered? How will information be gathered?

C.C. What is measured or assessed?What is measured or assessed?

D.D. How will the information be used?How will the information be used?

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1.1. Participants’ Participants’ ReactionsReactions1.1. Participants’ Participants’ ReactionsReactionsAA. . What questions are addressed?What questions are addressed?

-- Did they like it?Did they like it?

-- Was their time well spent?Was their time well spent?

Did th t i l k ?Did th t i l k ?

AA. . What questions are addressed?What questions are addressed?

-- Did they like it?Did they like it?

-- Was their time well spent?Was their time well spent?

Did th t i l k ?Did th t i l k ?-- Did the material make sense?Did the material make sense?

-- Will it be useful?Will it be useful?

-- Was the leader knowledgeable & helpful?Was the leader knowledgeable & helpful?

-- Were the refreshments fresh & tasty?Were the refreshments fresh & tasty?

-- Was the room the right temperature?Was the room the right temperature?

-- Were the chairs comfortable?Were the chairs comfortable?

-- Did the material make sense?Did the material make sense?

-- Will it be useful?Will it be useful?

-- Was the leader knowledgeable & helpful?Was the leader knowledgeable & helpful?

-- Were the refreshments fresh & tasty?Were the refreshments fresh & tasty?

-- Was the room the right temperature?Was the room the right temperature?

-- Were the chairs comfortable?Were the chairs comfortable?

1.1. Participants’ Participants’ ReactionsReactions1.1. Participants’ Participants’ ReactionsReactions

BB. . How will information be gathered?How will information be gathered?BB. . How will information be gathered?How will information be gathered?gg

-- Questionnaires and surveysQuestionnaires and surveys

administered at the end of session(s).administered at the end of session(s).

gg

-- Questionnaires and surveysQuestionnaires and surveys

administered at the end of session(s).administered at the end of session(s).

1.1. Participants’ Participants’ ReactionsReactions1.1. Participants’ Participants’ ReactionsReactions

CC.. What is measured or assessed?What is measured or assessed?CC.. What is measured or assessed?What is measured or assessed?CC. . What is measured or assessed?What is measured or assessed?

-- Initial satisfaction with the experience.Initial satisfaction with the experience.

CC. . What is measured or assessed?What is measured or assessed?

-- Initial satisfaction with the experience.Initial satisfaction with the experience.

1.1. Participants’ Participants’ ReactionsReactions1.1. Participants’ Participants’ ReactionsReactions

DD. . How will the information be used?How will the information be used?DD. . How will the information be used?How will the information be used?

-- To improve program planning,To improve program planning,

design, and delivery.design, and delivery.

-- To improve program planning,To improve program planning,

design, and delivery.design, and delivery.

2.2. Participants’ Participants’ LearningLearning2.2. Participants’ Participants’ LearningLearning

AA.. What questions are addressed?What questions are addressed?AA.. What questions are addressed?What questions are addressed?AA. . What questions are addressed?What questions are addressed?

-- Did participants acquire the Did participants acquire the

intendedintended knowledge and skills? knowledge and skills?

AA. . What questions are addressed?What questions are addressed?

-- Did participants acquire the Did participants acquire the

intendedintended knowledge and skills? knowledge and skills?

2.2. Participants’ Participants’ LearningLearning2.2. Participants’ Participants’ LearningLearning

BB. . How will information be gathered?How will information be gathered?-- PaperPaper--andand--pencil instrumentspencil instruments

BB. . How will information be gathered?How will information be gathered?-- PaperPaper--andand--pencil instrumentspencil instrumentsPaperPaper andand pencil instrumentspencil instruments

-- Performance assessments / tasksPerformance assessments / tasks

-- SimulationsSimulations

-- DemonstrationsDemonstrations

-- Participant reflectionsParticipant reflections

-- Participant portfoliosParticipant portfolios

PaperPaper andand pencil instrumentspencil instruments

-- Performance assessments / tasksPerformance assessments / tasks

-- SimulationsSimulations

-- DemonstrationsDemonstrations

-- Participant reflectionsParticipant reflections

-- Participant portfoliosParticipant portfolios

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2.2. Participants’ Participants’ LearningLearning2.2. Participants’ Participants’ LearningLearning

CC What is measured or assessed?What is measured or assessed?CC What is measured or assessed?What is measured or assessed?CC. . What is measured or assessed?What is measured or assessed?

-- NewNew knowledge and skillsknowledge and skills

of participants.of participants.

CC. . What is measured or assessed?What is measured or assessed?

-- NewNew knowledge and skillsknowledge and skills

of participants.of participants.

2.2. Participants’ Participants’ LearningLearning2.2. Participants’ Participants’ LearningLearning

DD How will the information be used?How will the information be used?DD How will the information be used?How will the information be used?DD. . How will the information be used?How will the information be used?

-- To improve the content, format, andTo improve the content, format, and

organization of the program.organization of the program.

DD. . How will the information be used?How will the information be used?

-- To improve the content, format, andTo improve the content, format, and

organization of the program.organization of the program.

3.3. Organization Organization Support & ChangeSupport & Change3.3. Organization Organization Support & ChangeSupport & Change

AA. . What questions are addressed?What questions are addressed?

-- Was implementation advocated, supported,Was implementation advocated, supported,and facilitated?and facilitated?

AA. . What questions are addressed?What questions are addressed?

-- Was implementation advocated, supported,Was implementation advocated, supported,and facilitated?and facilitated?and facilitated? and facilitated?

-- Was the support public and overt? Was the support public and overt? -- Were problems addressed quickly and efficiently? Were problems addressed quickly and efficiently? -- Were sufficient resources made available?Were sufficient resources made available?-- Were successes recognized and shared?Were successes recognized and shared?-- What was the impact on the organization?What was the impact on the organization?-- Did it affect organizational climate and procedures?Did it affect organizational climate and procedures?

and facilitated? and facilitated? -- Was the support public and overt? Was the support public and overt? -- Were problems addressed quickly and efficiently? Were problems addressed quickly and efficiently? -- Were sufficient resources made available?Were sufficient resources made available?-- Were successes recognized and shared?Were successes recognized and shared?-- What was the impact on the organization?What was the impact on the organization?-- Did it affect organizational climate and procedures?Did it affect organizational climate and procedures?

3.3. Organization Organization Support & ChangeSupport & Change3.3. Organization Organization Support & ChangeSupport & Change

BB. . How will information be gathered?How will information be gathered?

-- District and school recordsDistrict and school records

BB. . How will information be gathered?How will information be gathered?

-- District and school recordsDistrict and school recordsDistrict and school records District and school records -- Minutes from followMinutes from follow--up meetings up meetings -- Questionnaires / SurveysQuestionnaires / Surveys-- Interviews with participantsInterviews with participants

or administratorsor administrators-- Participant reflections/portfolios Participant reflections/portfolios

District and school records District and school records -- Minutes from followMinutes from follow--up meetings up meetings -- Questionnaires / SurveysQuestionnaires / Surveys-- Interviews with participantsInterviews with participants

or administratorsor administrators-- Participant reflections/portfolios Participant reflections/portfolios

3.3. Organization Organization Support & ChangeSupport & Change3.3. Organization Organization Support & ChangeSupport & Change

CC. What is measured or assessed?. What is measured or assessed?CC. What is measured or assessed?. What is measured or assessed?

-- The organization’s advocacy, The organization’s advocacy,

support, accommodation,support, accommodation,

facilitation, & recognition.facilitation, & recognition.

-- The organization’s advocacy, The organization’s advocacy,

support, accommodation,support, accommodation,

facilitation, & recognition.facilitation, & recognition.

3.3. Organization Organization Support & ChangeSupport & Change3.3. Organization Organization Support & ChangeSupport & Change

DD. . How will the information be used?How will the information be used?DD. . How will the information be used?How will the information be used?

-- To document and improve To document and improve organizational support.organizational support.

-- To inform future change efforts.To inform future change efforts.

-- To document and improve To document and improve organizational support.organizational support.

-- To inform future change efforts.To inform future change efforts.

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4.4. Participants’ Participants’ UseUse of Newof NewKnowledge & SkillsKnowledge & Skills

4.4. Participants’ Participants’ UseUse of Newof NewKnowledge & SkillsKnowledge & Skills

AA What questions are addressed?What questions are addressed?AA What questions are addressed?What questions are addressed?AA. What questions are addressed?. What questions are addressed?

-- Did participants effectively apply orDid participants effectively apply or

implement the new knowledge & skills? implement the new knowledge & skills?

AA. What questions are addressed?. What questions are addressed?

-- Did participants effectively apply orDid participants effectively apply or

implement the new knowledge & skills? implement the new knowledge & skills?

4.4. Participants’ Participants’ UseUse of Newof NewKnowledge & SkillsKnowledge & Skills

4.4. Participants’ Participants’ UseUse of Newof NewKnowledge & SkillsKnowledge & Skills

BB.. How will information be gathered?How will information be gathered?BB.. How will information be gathered?How will information be gathered?BB. . How will information be gathered?How will information be gathered?-- Questionnaires / SurveysQuestionnaires / Surveys-- Interviews with participants Interviews with participants

and their supervisors and their supervisors -- Participant reflections Participant reflections -- Direct observationsDirect observations-- Video or audio tapesVideo or audio tapes

BB. . How will information be gathered?How will information be gathered?-- Questionnaires / SurveysQuestionnaires / Surveys-- Interviews with participants Interviews with participants

and their supervisors and their supervisors -- Participant reflections Participant reflections -- Direct observationsDirect observations-- Video or audio tapesVideo or audio tapes

4.4. Participants’ Participants’ UseUse of Newof NewKnowledge & SkillsKnowledge & Skills

4.4. Participants’ Participants’ UseUse of Newof NewKnowledge & SkillsKnowledge & Skills

CC. What is measured or assessed?. What is measured or assessed?

-- DegreeDegree and and qualityquality of implementation.of implementation.

CC. What is measured or assessed?. What is measured or assessed?

-- DegreeDegree and and qualityquality of implementation.of implementation.

4.4. Participants’ Participants’ UseUse of Newof NewKnowledge & SkillsKnowledge & Skills

4.4. Participants’ Participants’ UseUse of Newof NewKnowledge & SkillsKnowledge & Skills

DD. How will the information be used?. How will the information be used?

-- To document and improve theTo document and improve the

implementation of program content. implementation of program content.

DD. How will the information be used?. How will the information be used?

-- To document and improve theTo document and improve the

implementation of program content. implementation of program content.

5.5. Results:Results: StudentStudentLearning OutcomesLearning Outcomes

5.5. Results:Results: StudentStudentLearning OutcomesLearning Outcomes

AA. . What questions are addressed?What questions are addressed?-- What was the impact on studentsWhat was the impact on students??

Did it ff t t d t fDid it ff t t d t f

AA. . What questions are addressed?What questions are addressed?-- What was the impact on studentsWhat was the impact on students??

Did it ff t t d t fDid it ff t t d t f-- Did it affect student performanceDid it affect student performanceor achievement?or achievement?

-- Did it influence students’ attitudes,Did it influence students’ attitudes,dispositions, or behaviors?dispositions, or behaviors?

-- Are students more confident as learners?Are students more confident as learners?-- Is student attendance improving?Is student attendance improving?-- Are dropouts decreasing?Are dropouts decreasing?

-- Did it affect student performanceDid it affect student performanceor achievement?or achievement?

-- Did it influence students’ attitudes,Did it influence students’ attitudes,dispositions, or behaviors?dispositions, or behaviors?

-- Are students more confident as learners?Are students more confident as learners?-- Is student attendance improving?Is student attendance improving?-- Are dropouts decreasing?Are dropouts decreasing?

5.5. Results:Results: StudentStudentLearning OutcomesLearning Outcomes

5.5. Results:Results: StudentStudentLearning OutcomesLearning Outcomes

BB. . How will information be gathered?How will information be gathered?BB. . How will information be gathered?How will information be gathered?-- Student recordsStudent records-- School recordsSchool records-- Questionnaires / SurveysQuestionnaires / Surveys-- Interviews with students, parents,Interviews with students, parents,

teachers, and administrators teachers, and administrators -- Participant portfoliosParticipant portfolios

-- Student recordsStudent records-- School recordsSchool records-- Questionnaires / SurveysQuestionnaires / Surveys-- Interviews with students, parents,Interviews with students, parents,

teachers, and administrators teachers, and administrators -- Participant portfoliosParticipant portfolios

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5.5. Results:Results: StudentStudentLearning OutcomesLearning Outcomes

5.5. Results:Results: StudentStudentLearning OutcomesLearning Outcomes

CC. What is measured or assessed?. What is measured or assessed?CC. What is measured or assessed?. What is measured or assessed?

-- Student learning outcomes:Student learning outcomes:a. Cognitive (Performance & Achievement)a. Cognitive (Performance & Achievement)

b. Affective (Attitudes & Dispositions)b. Affective (Attitudes & Dispositions)

c. Psychomotor (Skills & Behaviors)c. Psychomotor (Skills & Behaviors)

-- Student learning outcomes:Student learning outcomes:a. Cognitive (Performance & Achievement)a. Cognitive (Performance & Achievement)

b. Affective (Attitudes & Dispositions)b. Affective (Attitudes & Dispositions)

c. Psychomotor (Skills & Behaviors)c. Psychomotor (Skills & Behaviors)

5.5. Results:Results: StudentStudentLearning OutcomesLearning Outcomes

5.5. Results:Results: StudentStudentLearning OutcomesLearning Outcomes

DD How will the information be used?How will the information be used?DD How will the information be used?How will the information be used?DD. . How will the information be used?How will the information be used?

-- To focus and improve To focus and improve allall aspects of programaspects of programdesign, implementation, and followdesign, implementation, and follow--up.up.

-- To demonstrate the “ultimate impact” ofTo demonstrate the “ultimate impact” ofprofessional development.professional development.

DD. . How will the information be used?How will the information be used?

-- To focus and improve To focus and improve allall aspects of programaspects of programdesign, implementation, and followdesign, implementation, and follow--up.up.

-- To demonstrate the “ultimate impact” ofTo demonstrate the “ultimate impact” ofprofessional development.professional development.

An Important Distinction:An Important Distinction:An Important Distinction:An Important Distinction:

Managers know how to do things right

Managers know how to do things rightthings right.

Leaders know the right things to do.

things right.

Leaders know the right things to do.

For Help or Additional Information:For Help or Additional Information:

Thomas R. Thomas R. GuskeyGuskeyCollege College of Educationof EducationU i it U i it f K t kf K t k

For Help or Additional Information:For Help or Additional Information:

Thomas R. Thomas R. GuskeyGuskeyCollege College of Educationof EducationU i it U i it f K t kf K t kUniversity University of Kentuckyof KentuckyLexingtonLexington, KY 40506, KY 40506

PhonePhone: : 859859--272272--58415841EE--mailmail: : GuskeyGuskey @ uky.edu@ uky.edu

University University of Kentuckyof KentuckyLexingtonLexington, KY 40506, KY 40506

PhonePhone: : 859859--272272--58415841EE--mailmail: : GuskeyGuskey @ uky.edu@ uky.edu

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Readings

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What do we really knowabout the relationshipbetween professionaldevelopment and im-provements in studentlearning? What evi-dence validates that re-lationship, and how

trustworthy is that evidence? What does that evidencetell us about the characteristics of truly effective pro-fessional development activities?

These questions guided one of the largest and mostinclusive syntheses of research on effective profes-sional development conducted to date. Scholars fromthe American Institutes for Research analyzed find-ings from over 1,300 studies that potentially addressthe effect of professional development on studentlearning outcomes. The project was sponsored by theRegional Education Laboratory-Southwest (RELSW) and funded by the Institute of Education Sci-ences of the U.S. Department of Education.

The findings from this comprehensive analysis, ti-tled Reviewing the Evidence on How Teacher Profes-sional Development Affects Student Achievement (Yoonet al. 2007), shed new light on the complex relation-ship between professional development and improve-ments in student learning. It is hoped that they alsowill lead to new and better research on this vitally im-portant dimension of the educational improvement

What Worksin Professional Development?A research synthesis confirms the difficulty of translating professionaldevelopment into student achievement gains despite the intuitive and logicalconnection. Those responsible for planning and implementing professionaldevelopment must learn how to critically assess and evaluate theeffectiveness of what they do.

THOMAS R. GUSKEY AND KWANG SUK YOON

n THOMAS R. GUSKEY is distinguished service professor atGeorgetown College, Georgetown, Kentucky. KWANG SUK YOONis a research scientist for the American Institutes for Research, Wash-ington, D.C. © 2009, Thomas R. Guskey.

The Leading Edge | Professional Learning

MARCH 2009 495Image: Liquid Library

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process. (Details of the research are available in theonline version of this article.)

One of the most discouraging findings in the proj-ect was the discovery that only nine of the original listof 1,343 studies met the standards of credible evi-dence set by the What Works Clearinghouse, the armof the U.S. Department of Education that is chargedwith providing educators, policy makers, researchers,and the public with scientific evidence about “whatworks” in education. All nine studies focused on ele-mentary schools and were conducted between 1986and 2003. No studies of professional development atthe middle school or high school levels met the WWCstandards, nor did any of the studies published be-tween 2004 and 2006.

Four of the investigations included measures ofstudent learning in reading and language arts. Twostudies focused on mathematics, one on science, andtwo on language arts, mathematics, and science.Among the achievement measures considered, sevenstudies used standardized assessments of achieve-ment, one involved researcher-developed measures ofstudents’ knowledge of fractions, and one used Pia-getian conservation tasks. The number of teachers in-volved in these studies ranged from five to 44; thenumber of students from 98 to 779.

What Was LearnedResearchers reviewed these nine well-designed in-

vestigations to determine whether the professionaldevelopment efforts on which they focused sharedcommon elements or characteristics. They noted thatinformation about the professional development de-scribed in the studies was far from perfect and variedin its quality and effect. In addition, given an initialpool of more than 1,300 citations, the nine studiesrepresent a relatively modest research base. Neverthe-less, several common elements emerged. These sharedcharacteristics were not what many would haveguessed, and several differ from those factors fre-quently noted as contributing to the effectiveness ofprofessional development endeavors (Guskey 2003).

Workshops. Of all professional development ac-tivities, none has been more disparaged in recent yearsthan workshops, particularly those of short duration.

Criticized as the epitome of ineffective practice, manyeducation leaders regard workshops as a waste of bothtime and money. And, indeed, a lot of workshops arewasteful, especially the one-shot variety that offers nogenuine follow-up or sustained support. But ironi-cally, all of the studies that showed a positive relation-ship between professional development and improve-ments in student learning involved workshops orsummer institutes. These workshops focused on theimplementation of research-based instructional prac-tices, involved active-learning experiences for partici-pants, and provided teachers with opportunities toadapt the practices to their unique classroom situa-tions. So while undoubtedly many workshops arepoorly organized and focus on unproven ideas andstrategies, as a form of professional development, theyare not the poster child of ineffective practice thatthey are often made out to be.

Outside Experts. Many writers in education todaystress that professional development should be strictlysite-based and should build on the combined expert-ise of in-house staff members. They believe that themost effective way to bring improvement is to haveeducators in each school meet regularly to explorecommon problems and seek solutions based onshared experiences and collective wisdom. But whilethis may be an appropriate starting point, it is seldom,if ever, sufficient (Holloway 2000; Latham 1998). Areview by Thomas Corcoran and his colleaguesfound, for example, that when decisions about pro-fessional development were primarily school-based,“school staff members paid lip service to the use of re-search” and “were more interested in designs thatdrew on research about practices that they already feltwere ‘good’ than in designs that were producing re-sults.” According to these researchers, “the decentral-ization of decision making appear[s] to be undermin-ing the use of knowledge rather than promoting it”(2001, p. 81).

In the current analysis, the professional develop-ment efforts that brought improvements in studentlearning focused principally on ideas gained throughthe involvement of outside experts. These individualswere either program authors or researchers who pre-sented ideas directly to teachers and then helped fa-cilitate implementation. None of the successful ef-forts used a train-the-trainer approach, peer coaching,collaborative problem solving, or other forms ofschool-based professional learning. This does not im-ply that these practices are ineffective. Rather, it sim-ply points out that at the present time, we have nostrong, valid, and scientifically defensible evidence

496 PHI DELTA KAPPAN

Workshops are not the posterchild of ineffective practice thatthey are often made out to be.

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demonstrating that they are effective.Time. Professional development advocates have

long lamented the lack of sufficient time for staffmembers to engage in high-quality professional learn-ing. Obviously, educators need time to deepen theirunderstanding, analyze students’ work, and developnew approaches to instruction. But simply providingmore time for professional development yields nobenefit if that time is not used wisely. An analysis by

Mary Kennedy (1998) showed, in fact, that differ-ences in the time spent in professional developmentactivities were unrelated to improvements in studentoutcomes. Why? Presumably because doing ineffec-tive things longer does not make them any better.

In this analysis, time was found to be a crucial fac-tor to success. While the number of contact hoursranged widely, from five to over 100 hours dependingon the study, those initiatives that showed positive ef-fects included 30 or more contact hours. It thus seemsclear that effective professional development requiresconsiderable time, and that time must be well organ-ized, carefully structured, purposefully directed, andfocused on content or pedagogy or both (Birman etal. 2000; Garet et al. 2001; Guskey 1999).

Follow-up. For decades professional developmentexperts have stressed the importance of follow-up ac-tivities. Educators at all levels need just-in-time, job-embedded assistance as they struggle to adapt newcurricula and new instructional practices to theirunique classroom contexts. This analysis confirmedthe vital importance of follow-up. Virtually all of thestudies that showed positive improvements in studentlearning included significant amounts of structuredand sustained follow-up after the main professionaldevelopment activities.

Activities. Discussions about “best practices” havedominated professional development circles in recentyears. Debates frequently arise from these discussionsabout what particular professional development ac-tivities or designs are most effective and work best(Easton 2004). Yet this analysis of well-designed stud-ies identified no set of common activities or designs

linked to effect on student learning outcomes. In eachcase, the structural features of the professional devel-opment activity were determined by the specific con-tent involved, the nature of the work, and the contextin which that work took place. This corroborates theposition taken by the National Staff DevelopmentCouncil (2001), which argues that the most effectiveprofessional development comes not from the imple-mentation of a particular set of “best practices,” butfrom the careful adaptation of varied practices to spe-cific content, process, and context elements.

Content. Equally debated in recent years is whatprofessional development content is most likely tolead to improvements in student learning. The analy-sis noted considerable consistency regarding this as-pect. The nine studies focused on specific subject-re-lated content or pedagogic practices. In addition,most also emphasized teacher discretion in imple-menting that content and those pedagogic practices,justified by how students learn. In other words, theprofessional development efforts in every one of theseinvestigations centered directly on enhancing teach-ers’ content knowledge and their pedagogic contentknowledge (Shulman 1986). The activities were de-signed to help teachers better understand both whatthey teach and how students acquire specific contentknowledge and skill.

Interpreting the FindingsMany professional developers are likely to be sur-

prised by these results, and some may be disap-pointed. Many will be stunned, just as we were, tolearn that only nine investigations from a pool of over1,300 potentially useful citations met the WWC stan-dards for inclusion in the analysis. Obviously, thesefindings paint a dismal picture of our knowledgeabout the relationship between professional develop-ment and improvements in student learning. Such apaucity of rigorous studies of the impact of profes-sional development on student learning outcomeswas corroborated by the recent National Mathemat-ics Advisory Panel’s report (2008), which concludedthat most studies of professional development inmathematics were descriptive in nature and lacking inthe methodological rigor needed to warrant soundcausal inferences (e.g., “one-group pretest/posttestdesigns” without a comparison group).

Nevertheless, these results should not be taken asan indictment of professional development advocatesor their work. In the history of education, no im-provement effort has every succeeded in the absenceof thoughtfully planned and well-implemented pro-

MARCH 2009 497

No improvement effort has eversucceeded in the absence ofthoughtfully planned and well-implemented professionaldevelopment.

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fessional development. This analysis shows simplythat sound, trustworthy, and scientifically valid evi-dence on the specific aspects of professional develop-ment that contribute to such improvement is indreadfully short supply and that dedicated efforts toenhance that body of evidence are sorely needed. Fur-thermore, this research synthesis confirms the diffi-culty of linking professional development to specificstudent achievement gains despite the intuitive andlogical connection. It is hoped that a better under-standing of what the current evidence reveals will helpguide those efforts.

We also want to emphasize that the results fromthis analysis should not be taken to mean that alter-native professional development activities and designs— such as coaching, the use of collective internal ex-pertise, different allocations of time, or other types ofprofessional development content — do not work.Rather, the results illustrate that at this time, we sim-ply have no reliable, valid, and scientifically defensi-ble data to show that these strategies do work. Thebest that can be said is that their true value has yet tobe determined.

Some might argue that the “What Works Clearing-house Evidence Standards” used to select the studies in-cluded in this analysis are unduly rigorous and thattheir use eliminated many good studies that other ad-equate but less restrictive criteria would not. Includingthese other studies might substantially change the com-plexion of the analysis and yield quite different results.Mary Kennedy’s review (1998), for example, includeda different set of investigations, mostly due to differ-ent selection criteria. Using less stringent criteriacould have yielded a broader range of effective profes-sional development models, activities, and designs.

In defense of these criteria, however, we wouldcounter that when educators ask what professionaldevelopment approaches are most likely to lead to im-provements in student learning, answers should bebased on the most valid and scientifically defensibleevidence available. The results from carefully de-

signed, experimental or quasi-experimental studiesprovide such evidence. Furthermore, if the advocatesof alternative professional development models, prac-tices, and designs want their approaches to gain pro-fessional credibility and acceptance, then they shouldtake responsibility for demonstrating effectivenessthrough rigorous and scientifically valid means. Inother words, rather than simply appealing to practi-tioners’ intuition and making claims of commonsense, take the time to conduct thorough and system-atic investigations of the true effects. Doing so willnot only establish credibility, it will go far in enhanc-ing the professionalism of our field.

ImplicationsThe implications of this analysis for professional

developers are fourfold. First, at all levels of educa-tion, those responsible for planning and implement-ing professional development must learn how to crit-ically assess and evaluate the effectiveness of what theydo. This means that discussions about the specificgoals of professional development, what evidence bestreflects the achievement of those goals, and how thatevidence can be gathered in meaningful and scientif-ically defensible ways must become the starting pointfor all planning activities (Guskey 2000; Guskey2001). Only when gathering data on the effectivenessof professional development becomes a central focus inthe planning process will the pool of valid and trust-worthy evidence expand.

Second, practitioners at all levels must demand bet-ter evidence from consultants and purveyors of newstrategies and practices. Stories about what happenedat one time in a single school or district may be inter-esting, but they do not justify broader implementa-tion. What we need is trustworthy, verifiable, replic-able, and comparative data. In addition, those pro-moting particular ideas or techniques often prefacetheir comments with the phrase, “Research says . . .”in order to enhance presumed credibility. School-based educators must be prepared to dispute suchclaims, asking such questions as: “What research?”“When was it conducted?” “Was it done in contextssimilar to ours?” “Are the results applicable to our set-ting?” and “How trustworthy are those results?” Con-sultants have the responsibility to know that researchin sufficient depth to answer these questions. And ifthey do not, then at least they should have the courageand integrity to say, “I don’t know.”

Third, implementation of any new professional de-velopment strategy should always begin with small-scale, carefully controlled, pilot studies designed to

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Educators at all levels need just-in-time, job-embedded assistanceas they struggle to adapt newcurricula and new instructionalpractices to their uniqueclassroom contexts.

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test its effectiveness. Before embracing any new strat-egy or committing large amounts of time, money, andother resources to any new approach, that new strat-egy should be carefully examined in that context todetermine if the promised effects in terms of studentlearning gains can be realized. Comparing theprogress of one group of educators engaged in the newapproach with that of another, matched group of ed-ucators in similar teaching situations can yield impor-

tant evidence on the likelihood of success. Positive re-sults will enhance the credibility of the new approachand will provide a foundation on which larger scaleimplementation and evaluation can build. In the ab-sence of positive results, either needed adaptationscan be considered or resources can be redirected toother, more promising approaches.

Finally, researchers as well as practitioners mustpursue greater rigor in the study of professional devel-opment. If public schools are spending about $20 bil-lion annually on professional development activities(NCES 2008), then it merits serious study. The re-search community must dramatically improve theprecision of studies of the relationship between pro-

fessional development, changes in teaching practices,and improvements in student learning. Practitionerslikewise should insist on better evidence when mak-ing decisions about how to spend their limited pro-fessional development resources.

Rigor, however, does not imply that only onemethod of inquiry is required to produce credible ev-idence. Although randomized designs (i.e., true ex-perimental studies) represent the gold standard in sci-entific research, especially in studies of causal effects,a wide range of quasi-experimental designs can pro-duce valid results. When such studies are replicatedwith similar findings, that validity is further en-hanced. Comparing the progress of one group to asimilar group that has been “matched” on relevantmeasures, for example, can be especially useful if dataare available on pertinent background characteristicsof the participating teachers and their students. Ran-domly selecting half of those who volunteer to takepart in a new approach and then comparing their re-sults with those from the other half who were not in-cluded but will be next year also can offer valuable in-formation. In addition, other investigative methodsmay be used to formulate important research ques-tions and develop new measures relating to profes-sional growth (Raudenbush 2005).

The amount of valid and scientifically defensibleevidence we currently have on the relationship be-tween professional development and improvementsin student learning is exceptionally modest. Ninestudies from an initial group of 1,343 potentially rel-evant citations represent a very small percentage.Given this limited number of studies, we also have tobe cautious about making a definitive conclusionabout the effectiveness of specific elements of profes-

sional development. This conserva-tive stance is echoed by the NationalMathematics Advisory Panel. It con-cluded that “Although the Panel didfind some positive effects of PD onstudents’ achievement gains, researchdoes not yield sufficient evidence onthe features of any particular ap-proach to permit detailed conclu-sions about the forms of or ap-proaches to effective PD” (2008, p.40).

Still, we are now in a better posi-tion than ever before to organize andconduct professional development sothat valid evidence can be gathered,both to determine the effectiveness of

MARCH 2009 499

Effective professional develop-ment requires considerable time,and that time must be wellorganized, carefully structured,purposefully directed, andfocused on content or pedagogyor both.

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current practice and to inform future endeavors. Inaddition, several large-scale, randomized studies ofthe impact of professional development on studentlearning funded by the Institute of Education Sci-ences are now under way to answer questions that

could not be answered in this analysis. Efforts are alsobeing made to improve the rigor of studies specificallydesigned to examine this important relationship(Wayne et al. 2008). Moving in this direction will im-prove the likelihood of success and also elevate pro-fessional development to an inquiry-based profession,rather than a haphazard set of activities based on in-tuition, hearsay, tradition, and folklore. K

REFERENCES

Birman, Beatrice F., Laura Desimone, Andrew C. Porter,and Michael S. Garet. “Designing ProfessionalDevelopment That Works.” Educational Leadership 57(May 2000): 28-33.

Corcoran, Thomas B., Susan H. Fuhrman, and C.L.Belcher. “The District Role in Instructional Improvement.”Phi Delta Kappan 83 (September 2001): 78-84.

Easton, Lois B., ed. Powerful Designs for ProfessionalLearning. Oxford, Ohio: National Staff DevelopmentCouncil, 2004.

Garet, Michael S., Andrew C. Porter, Laura Desimone,Beatrice F. Birman, and Kwang Suk Yoon. “What MakesProfessional Development Effective? Results from aNational Sample of Teachers.” American EducationalResearch Journal 38 (Winter 2001): 915-945.

Guskey, Thomas R. “Apply Time with Wisdom.” Journalof Staff Development 20 (Spring 1999): 10-15.

Guskey, Thomas R. Evaluating ProfessionalDevelopment. Thousand Oaks, Calif.: Corwin Press,2000.

Guskey, Thomas R. “The Backward Approach.” JSD 22(Summer 2001): 60.

Guskey, Thomas R. “What Makes Professional

Development Effective?” Phi Delta Kappan 84 (June2003): 748-750.

Holloway, John H. “The Promise and Pitfalls of Site-Based Management.” Educational Leadership 57(October 2000): 81-82.

Kennedy, Mary M. Form and Substance in InserviceTeachers Education. Research Monograph No. 13.Madison, Wis.: National Institute for Science Education,University of Wisconsin-Madison, 1998.

Latham, Andrew S. “Site-Based Management: Is ItWorking?” Educational Leadership 55 (April 1998): 85-86.

National Center for Educational Statistics. Revenues andExpenditures for Public Elementary and SecondaryEducation: School Year 2005-06 (Fiscal Year 2006).Washington, D.C.: Institute for Education Sciences, U.S.Department of Education, 2008. http://nces.ed.gov/pubs2008/expenditures.

National Mathematics Advisory Panel. Foundations forSuccess: The Final Report of the National MathematicsAdvisory Panel. Washington, D.C.: U.S. Department ofEducation, 2008.

National Staff Development Council (NSDC). NSDC’sStandards for Staff Development. Oxford, Ohio: NationalStaff Development Council, 2001.

Raudenbush, Stephen W. “Learning from Attempts toImprove Schooling: The Contribution of MethodologicalDiversity.” Educational Researcher 34 (February 2005):25-31.

Shulman, Lee S. “Those Who Understand: KnowledgeGrowth in Teaching.” Educational Researcher 15(October 1986): 4-14.

Wayne, Andrew, Kwang Suk Yoon, Stephanie Cronen,Pei Zhu, and Michael S. Garet. “Experimenting withTeacher Professional Development: Motives andMethods.” Educational Researcher 37 (May 2008): 469-479.

Yoon, Kwang Suk, Teresa Duncan, Silvia Wen-Yu Lee,Beth Scarloss, and Kathy L. Shapley. Reviewing theEvidence on How Teacher Professional DevelopmentAffects Student Achievement. Issues and AnswersReport, REL 2007 – No. 033. Washington, D.C.: U.S.Department of Education, Institute of EducationSciences, National Center for Education Evaluation andRegional Assistance, Regional Educational LaboratorySouthwest, 2007. http://ies.ed.gov/ncee/edlabs.

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Those responsible for planningand implementing professionaldevelopment must learn how tocritically assess and evaluate theeffectiveness of what they do.

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DESIGN OF THE SYNTHESIS

This broad research synthesis involved a series ofcarefully planned steps. It began with keywordsearches of seven electronic databases: ERIC,PsycINFO, ProQuest, EBSCO’s Professional Devel-opment Collection, Dissertation Abstracts, Sociologi-cal Collection, and Campbell Collaboration. A delib-erately wide net of keywords was used to capture liter-ature on professional development and student learn-ing in three core content areas: language arts, mathe-matics, and science. The search identified 1,343 cita-tions as potentially addressing the impact of profes-sional development on student learning outcomes.

Next, prescreening was performed by scanning theabstracts or full texts of the 1,343 studies to determineif they met broad relevance and methodology criteria(e.g., an empirical study involving professional devel-opment and some measure of student achievement).The prescreening process reduced the list to 132 stud-ies that were considered relevant for systematic review.These studies were then subjected to three stages ofcoding.

Stage 1 coding examined the relevance of the stud-ies using the following criteria:

• Topic. The study had to deal with the effects ofprofessional development on student learning inat least one of three core content areas (languagearts, mathematics, and science).

• Population. The sample had to include teachers oflanguage arts, mathematics, or science and theirstudents in grades K-12.

• Outcome. The study had to measure studentlearning outcomes.

• Study design. The study had to be empiricallybased and use randomized controlled trials orsome form of quasi-experimental design.

• Time. The study had to be published between1986 and 2006.

• Country. The study had to take place in Australia,Canada, the United Kingdom, or the UnitedStates, due to concerns about the external validityof the findings.

The results of this stage of coding yielded 27 rele-vant studies that were eligible for review in terms ofstudy quality ratings.

Stage 2 coding focused on quality ratings of the 27eligible studies using the U.S. Department of Educa-tion’s What Works Clearinghouse (WWC) EvidenceStandards (see http://ies.ed.gov/ncee/wwc/overview/

review.asp?ag=pi). At this stage, each study was givenone of three possible ratings in accordance with theWWC technical guidelines:

• “Meets Evidence Standards” (e.g., randomizedcontrolled trials that provided the strongestevidence of causal validity).

• “Meets Evidence Standards with Reservations”(e.g., quasi-experimental studies or controlledtrials that had problems with randomization,attrition, teacher-intervention confound, ordisruption).

• “Does Not Meet Evidence Standards” (e.g.,studies that did not provide strong evidence ofcausal validity).

Only nine of the 27 studies were rated at the firstor second level as having met the WWC EvidenceStandards. The other 18 studies were rated at the thirdlevel: “Does Not Meet Evidence Standards.”

Descriptive ResultsThe next step in the analysis was to review the se-

lected studies for shared descriptive characteristics.Among the nine studies that met the What WorksClearinghouse Evidence Standards for causal validity,six were published in peer-reviewed journals, whilethree were unpublished doctoral dissertations. All ofthe studies focused on elementary schools and wereconducted between 1986 and 2003. No studies ofprofessional development conducted at the middleschool or high school levels met the standards, nor didany of the studies published more recently, between2004 and 2006.

Four of the investigations included measures ofstudent learning in reading and language arts. Twostudies focused on mathematics, one on science, andtwo on language arts, mathematics, and science.Among the achievement measures considered, sevenstudies used standardized assessments of achieve-ment, one involved researcher-developed measures ofstudents’ knowledge of fractions, and one used Pi-agetian conservation tasks. The number of teachersinvolved in these studies ranged from five to 44, thenumber of students from 98 to 779.

Twenty different effect sizes were computed acrossthe nine studies, ranging from -.53 to +2.4. Eighteenof these effect sizes were positive, one was zero, andanother was negative but not statistically significant.Eight of the 20 effect sizes proved statistically signifi-cant, and 12 were not. But among those 12, ninewould be considered substantively important accord-

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ing to What Works Clearinghouse conventions.

Analytic ResultsFollowing the descriptive analysis, the researchers

reviewed these well-designed investigations to deter-mine whether or not the professional development ef-forts on which they focused shared common elementsor characteristics. They noted that information aboutthe professional development activities described inthe studies was far from perfect and varied in its qual-ity and effect. In addition, given an initial pool of

more than 1,300 citations that were found in elec-tronic literature searches to be linked to the keywordsof professional development and improvements instudent learning, the nine studies that met the guide-lines of causal validity represent a relatively modest re-search base. Nevertheless, several common elementsemerged from the research synthesis. Surprisingly,these shared characteristics were not what manywould have guessed, and several differ from the fac-tors frequently noted as contributing to the effective-ness of professional development endeavors. K

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k0903gus.pdfThomas R. Guskey And Kwang Suk Yoon, What Works inProfessional Development?, Phi Delta Kappan, Vol. 90, No. 07, March2009, pp. 495-500.

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