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    A better way to measure

    New survey tool gives educators a clear picture of professional learning's impact

    By Rolf K. Blank
    Categories: Uncategorized
    August 2010
    Just when educators are learning more about what constitutes effective professional development, a collaborative team of education researchers and practitioners have developed, tested, and implemented a cost-effective method of measuring and reporting on the quality of teacher professional development. The teacher professional development analysis tool was developed as part of the Surveys of Enacted Curriculum (SEC) online reporting system, with support from the National Science Foundation. The analysis tool is now being disseminated and offered for use by education leaders, professional development specialists, and evaluators. This new tool for reporting and analyzing teacher professional development was designed with findings from leading research studies since the mid-1990s, which have reshaped the way educators and researchers define effective teacher development. New approach to measuring teacher development The

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    Authors

    Rolf K. Blank

    Rolf K. Blank (rolfb@ccsso.org) is director of education indicators at the Council of Chief State School Officers inWashington, D.C.

    References

    Birman, B.F. & Porter, A.C. (2002). Evaluating the effectiveness of education funding streams. Peabody Journal of Education, 77(4), 59-85.

    Blank, R.K. (2004). Longitudinal study of the effects of professional development on improving mathematics and science instruction. Report to National Science Foundation, MSPRETA, Council of Chief State School Officers,Washington, DC.

    Cohen, D.K. & Hill, H.C. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press.

    Corcoran, T. & Foley, E. (2003). The promise and challenge of evaluating systemic reform in an urban district. In Research perspectives on school reform: Lessons from the Annenberg Challenge. Providence, RI: Annenberg Institute at Brown University.

    Desimone, L.M., Porter, A.C., Garet, M.S., Yoon, K.S., & Birman, B.F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.

    Desimone, L.M. (2009, April). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.

    Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., &Yoon, K.S. (2001). What makes professional development effective: Results from a national sample of teachers? American Educational Research Journal, 38(4), 915-945.

    Kennedy, M.M. (1999). Form and substance in inservice teacher education. Report for the National Institute for Science Education, National Science Foundation. Madison, WI:Wisconsin Center for Education Research.

    Loucks-Horsley, S., Hewson, P., Love, N., & Stiles, K.E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.

    Smithson, J. & Blank, R.K. (2007). Indicators of quality of teacher professional development and instructional change using data from Surveys of Enacted Curriculum: Findings from NSF MSP-RETA Project. Washington, DC: CCSSO.

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