Professional Development Tune-Ups: Costs and Teachers' Use of Follow-Up Supports

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Professional Learning in the Classroom Across Time and Levels of Experience

Abstract

Given the costs of high-quality professional development, we need to find ways to sustain the positive outcomes after programs end. This study, part of a larger NSF-funded project, examined a 3-year intervention of follow-up support for teachers who previously participated in state-funded, science-based professional development. The paper describes the intervention, examines teachers’ use of various forms of support, and reports on a cost analysis. Primary data sources include usage data, interviews, and surveys administered at multiple time points. Given their small schools, teachers highly valued face-to-face opportunities to share ideas and collaborate on lesson planning. Although many teachers did not use the electronic supports, which are less costly, we suspect that, post-pandemic, they may be more open to online options.

Authors

• Judith H. Sandholtz, University of California - Irvine

• Cathy Ringstaff, WestEd

• Jessica Triant, WestEd

• Bryan Matlen, WestEd