Sustaining Teacher Change: Examining Factors That Influence the Longevity of Professional Development Outcomes

• In Event: Roundtable Session 5
  In Roundtable Session: Longitudinal Professional Development for Teacher Learning

Abstract

This longitudinal study investigated the extent to which state-funded teacher professional development designed to improve K-2 science led to changes that persisted two and three years beyond the funding period. This study included 30 teachers, representing 14 schools and 13 districts. Data sources included a teacher survey, self-efficacy assessment, and interviews. Separate linear mixed effects ANCOVA models were fit to teacher ratings for all outcome measures. Results indicate instructional time in science and teachers’ use of inquiry-based and student-centered strategies remained stable after the program ended. In contrast, teachers’ perceptions of principal support for teaching science and their self-efficacy related to science instruction significantly decreased. The research identifies factors that influence long-term changes, leading to practical implications for follow-up support.

Authors

• Judith H. Sandholtz, University of California - Irvine

• Cathy Ringstaff, WestEd

• Bryan Matlen, WestEd