Core Education has always been focused on providing exceptional professional development to preservice, induction, and inservice teachers. We are also dedicated to promoting the state and district policies that make this type of professional development possible. Now, new research provides insights into the policies of four states that support outstanding professional development.
Learning Forward (previously the National Staff Development Council) has released the third phase of its Status of Professional Learning study, Teacher Professional Learning in the United States: Case Studies of State Policies and Strategies. This report, prepared in conjunction with a team of researchers from Stanford, aims to identify effective professional development policies and strategies by examining the policy frameworks supporting high levels of professional development activity in four states: Colorado, Missouri, New Jersey and Vermont.
The four states were chosen because students in these states scored above national averages on the NAEP, and teachers in all four states had high participation rates in a wide range of professional development, from teacher induction to curriculum support and study groups focused on specific subject areas.
Findings of the study indicate that while approaches to professional development vary, all states have professional development standards, induction and mentoring programs for beginning teachers, and a state-level organization or professional board that oversees teacher licensing, professional teaching standards, and professional development. Most also require professional development plans for teachers and minimum levels of professional development for license renewal. All provide a range of supports and incentives for professional learning. The authors find that state policies and systems that ensure accountability and monitor professional development are critical factors, but it is equally critical to couple state efforts with professional associations and intermediary organizations that help extend the reach of state agencies, offer learning supports of many kinds, and provide a voice for local stakeholders and outside experts. [from the Executive Summary]
This report is the third in a series of studies focused on Professional Development:
Phase 3: Teacher Professional Learning in the United States: Case Studies of State Policies and Strategies
Phase 2: Professional Development in the United States: Trends and Challenges
Phase 1: Professional Learning in the Learning Profession
All reports may be accessed at: http://www.learningforward.org/stateproflearning.cfm
For an overview of the professional development services provided by Core Education, see http://www.coreeducationllc.com/page3.php
