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3 references
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- Vol 1 RE: Chapter 13
- Vol 6 PE: App E
- Vol 6 RE: Chapters 6, 7, 8
content-focused professional developmentactive teacher learningcollaborative inquiryinstructional coachingpractice-based feedbacksustained professional learningReport Evidence summaryAt a glance
Darling-Hammond, Hyler, and Gardner review thirty-five rigorous studies linking teacher professional development with changes in instruction and student outcomes. Across diverse programmes, they identify seven recurring features: a strong focus on curriculum content; active learning rather than passive reception; collaboration situated in teachers’ contexts; models and demonstrations of effective practice; coaching or expert support; opportunities for feedback and reflection; and sustained duration.
Key ideas
The report stresses that these elements work in combination and must fit curriculum, assessment, leadership, schedules, and local needs. One-off workshops rarely provide enough time to examine practice, try new approaches, analyse student work, and revise instruction. Effective systems also develop facilitators and protect collaborative time. The synthesis does not claim that any checklist guarantees impact; programme quality, implementation, context, and access matter.
Why it matters
It offers policymakers and leaders an evidence-informed framework for designing, selecting, funding, and evaluating professional learning that supports both teacher growth and ambitious student learning.
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- Vol 5 TE: App C
- Vol 6 PE: App E
- Vol 6 RE: Chapters 3, 7, 9
data-informed decision makingassessment literacycollaborative inquiryinformation systemsrelational trustequity-oriented data useBook Evidence summaryAt a glance
Datnow and Park examine how school leaders can move from possessing data to using evidence productively for improvement. Based on work in twelve schools, the book addresses the technical and social infrastructure of data-informed decision making: creating a shared purpose, selecting useful evidence, building accessible information systems, developing assessment literacy, organising collaborative inquiry, and translating findings into action.
Key ideas
Data use is not presented as automatic or neutral. Numbers require interpretation alongside professional knowledge and contextual evidence, and accountability pressures can produce compliance, blame, narrow measures, or strategic behaviour. Leaders therefore shape culture by protecting time, modelling inquiry, distributing expertise, encouraging disagreement, and keeping conversations focused on learning rather than punishment. The book offers tools and examples for establishing routines, asking better questions, monitoring implementation, and revising responses.
Why it matters
Its central message is that data become useful through relational trust, collective sense-making, and equitable attention to which students and outcomes are visible.
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- Vol 6 RE: Chapters 7, 9, App D, App E
- Vol 7 RE: Chapter 10
purposeful teacher collaborationcollective teacher responsibilityprofessional trustinstructional dialoguecollaborative inquiryequity-oriented practiceBook Evidence summaryAt a glance
Datnow and Park argue that teacher collaboration improves learning only when it has a clear educational purpose and supportive conditions. Drawing on in-depth studies of elementary schools, they examine teams working toward equity and excellence amid accountability demands, policy shifts, limited time, and differing beliefs.
Key ideas
Productive collaboration combines shared responsibility for students, relevant evidence, professional trust, coherent goals, substantive discussion of instruction, and willingness to work through disagreement. Simply scheduling meetings or requiring a protocol can produce superficial compliance if teachers lack agency, useful information, facilitation, or connection to classroom problems. The authors show how collaborative inquiry can deepen teacher learning, sustain motivation, and expose inequities, while also acknowledging emotional labour and conflict. Leaders should protect time, build relational conditions, connect team learning across the school, provide appropriate expertise, and avoid over-directing the work.
Why it matters
The book frames collaboration as disciplined professional learning rather than congenial conversation or administrative routine.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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