Research on Professional Development

Home » Research » Research on Professional Development

BIE has collected research on effective professional development as way to inform our work with others. The following articles represent the collective wisdom of several major synthesis efforts. The overall results suggest that key aspects of effective professional development include:

enhancing teachers content and pedagogic knowledge
providing sufficient time and other resources
promoting collegiality and collaboration
including procedures for evaluation
aligning with other reform initiatives
providing ongoing and sustain support

More details from each report are available on their respective web sites:

1) Council of Chief State School Officers (2008). Does teacher professional development have effects on teaching and learning? Evaluation findings from programs in 14 states. Washington, DC: Author. Go to report web site.

2) Vasudeva, A., Darling-Hammond, L., Newton, S., & Montgomery, K. (2009). Oakland Unified School District new small schools initiative evaluation. Stanford, CA: School Redesign Network at Stanford University. Go to report web site.

3) Woodworth, K., Bland, J., Guha, R., Shields, P., Wechsler, M., Tiffany-Morales, J., & Tse, V. (2009). The status of the teaching profession 2009: Full report. Santa Cruz, CA: The Center for the Future of Teaching and Learning. Go to report web site.

4) Wiske, M. S. and Perkins, D. (2005). "Dewey Goes Digital: Scaling Up Constructivist Pedagogies and the Promise of New Technologies." In Dede, C., Honan, J., & Peters, L. (Eds.), Scaling Up Success: Lessons Learned from Technology-Based Educational Innovation. (New York: Jossey-Bass).

5) Guskey, T. (2003). The characteristics of effective professional development: A synthesis of lists. Paper presented at annual meetings of the American Educational Research Association. Chicago, IL. Download report in PDF format

6) Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes & efficacy. Education Policy Analysis Archives, 13(10). Go to article web site