Offering Modest Supports to Extend Professional Development Outcomes and Enhance Elementary Science Teaching of Next Generation Science Standards

• In Event: 43.033 - Roles of Tools, Resources, and Routines for Supporting Teachers' Professional Learning

Abstract

Well-designed teacher professional development (PD) has been shown to increase teachers’ confidence in teaching science and their use of standards-based instructional practices. Since PD is costly, it makes sense to find ways to extend positive outcomes over the long term. This longitudinal study investigates the extent to which modest supports influence the persistence of outcomes after PD ends. Participants include 51 K-6 teachers who had previously participated in one of four state-funded science PD programs. Primary data sources are interviews conducted at two time points and surveys before and after PD. This paper discusses specific supports offered to teachers; the extent to which teachers used these supports; and associated challenges and modifications made to better meet teachers’ changing needs.

Authors

• Cathy Ringstaff, WestEd

• Judith H. Sandholtz, University of California - Irvine

• Laura Gluck, WestEd