Professional Development That Improves Student Achievement: Results of a Randomized Controlled Trial

• In Event: Comparative Studies of Professional Development

Abstract

Improving student achievement through professional development (PD) is both highly sought-after and elusive. This four-arm randomised controlled trial evaluated effects of Quality Teaching Rounds (QTR), a pedagogy-focused form of PD, on a range of outcomes, including mathematics, reading and science performance, for elementary students (n = 5478). Outcomes at baseline and 8-month follow-up were compared for QTR, trainer-led QTR, peer-observation, and wait-list control groups. Students in the QTR group made two-months additional progress in mathematics than the control group (g = 0.12, 95% CI: 0.07–0.17). This result supports QTR as a powerful form of PD with significant potential for wider impact.

Authors

• Jennifer M. Gore, The University of Newcastle

• Leanne Fray, The University of Newcastle

• Andrew Miller, The University of Newcastle

• Jess Harris, University of Newcastle

• Elena Prieto, University of Newcastle/School of Education