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Pianta, R. C. (2011). Teaching Children Well New Evidence-Based Approaches to Teacher Professional Development and Training. Center for American Progress.

Effective professional development depends upon relevant knowledge and practice, and there is close alignment between assessment and professional-development support intended to produce best practices and outcomes. This paper illustrates an approach to professional development in which outcomes are tightly coupled with inputs (e.g., coaching, video analysis, and text) in an aligned system of support.

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Flannagan, J. S. & Kelly, M. (2009). Differentiated Support. Principal Leadership.

In order for all teachers to receive continuous learning experiences, professional development and support must be differentiated based on teacher need. This guide discusses responsive professional development and steps necessary to implement professional development based on an individual teacher’s needs.




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Rebora, A., Killion, J. & Pianta, R. Recalibrating Professional Development for Teacher Success. Education Week.

This presentation explores how schools can create coherent professional development programs—and, in turn, make teachers more successful—by aligning learning activities with clear objectives for teacher growth and by leveraging available research on instructional effectiveness.



Click to open resource. Sawchuk, S. (2010). Professional Development: Sorting Through the Jumble to Achieve Success. Education Week. This report summarizes recent research on effective professional development including findings on summer institutes, embedded professional development, and ways to allocate funding for professional development. The report includes several case studies focusing on teachers’ perspectives of professional development.

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Israel, M. (2010). Teachers Observing Teachers: A Professional Development Tool for Every School. Education World.

This article discusses the benefits of having teacher observe other teachers. Five models are suggested, including lesson studies, peer coaching, cognitive coaching, critical friends groups, and learning walks.



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Anderson, L. et al. (2010). Teachers Teaching Teachers: Professional Development That Works. Education World.

This article discusses how teachers who attend outside workshops can share their learning with the staff, tailoring the content to the school culture and needs. Strategies to develop expertise within the school through focus groups and observation are shared.


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Church, K., Hirsch, E., Sioberg, A. (2012) Improving Teaching and Learning Conditions: Promising Practices from Pittsburgh Schools. The New Teacher Center.

This brief was written by the New Teacher Center to provide schools with some promising strategies from seven schools in Pittsburgh to inform their own school improvement planning. These seven schools successfully addressed time, school leadership, managing student conduct, and teacher leadership with effective strategies.