We believe that professional learning improves the knowledge and skills of our faculty and staff, and can lead to changes in classroom practice and increased student learning. Professional development that is not on-going or collaborative (aka One-Shot Workshop) rarely translates into classroom application or student impact. Research shows that the most effective professional development combines meaningful job-embedded practice with support from instructors through on-going feedback and coaching.
|
|
Knowledge |
Skill Acquisition |
Classroom Application |
Student Effect Sizes |
|
Present Information |
40-80% |
10% |
5% |
0.01 |
|
Present + Model |
80-85% |
10-40% |
5-10% |
0.03 |
|
Present + Model + Practice + Feedback |
80-85 % |
80% |
10-15% |
0.39 |
|
Present + Model + Practice + Feedback + Coaching |
90% |
90% |
80-90% |
1.68 |
National Staff Development Council, 1995; Fullan, 1991; Joyce & Showers, 1984; Joyce & Showers, 1988; Mehring; 1999
