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1 reference
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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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What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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