The Critical Role of Well-Articulated, Coherent Professional Development Design: A Mathematics and Science Program Evaluation

• In Event: Roundtable Session 11
  In Roundtable Session: Evaluation of Teacher Professional Development

Abstract

The present evaluation study examined a two-week state-wide professional development program for mathematics and science teachers. The program was designed to help teachers transform their practice to better align with the Common Core Standards for School Mathematics and Next Generation Science Standards. Data from this mixed method design consisted of observations, interviews, focus groups, institute documents, and participant surveys. Teachers in these institutes experienced content-specific, focused grade band sessions, yet the results indicated that the experiences fell short of having a potentially transformative effect on classroom teaching. We discuss how such seemingly well-designed PD experiences might have fallen short of expectations and offer recommendations to guide the development of subsequent PD to address those challenges.

Authors

• Christopher R. Rakes, University of Maryland - Baltimore County

• Robert N. Ronau, University of Cincinnati

• Jon Saderholm, Berea College

• Sarah B Bush, Bellarmine University

• Margaret Joan Mohr-Schroeder, University of Kentucky