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ERIC Number: ED536383
Record Type: Non-Journal
Publication Date: 2009-Feb
Pages: 36
Abstractor: ERIC
Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad
Darling-Hammond, Linda; Wei, Ruth Chung; Andree, Alethea; Richardson, Nikole; Orphanos, Stelios
National Staff Development Council
Improving professional learning for educators is a crucial step in transforming schools and improving academic achievement. To meet federal requirements and public expectations for school and student performance, the nation needs to bolster teacher skills and knowledge to ensure that every teacher is able to teach increasingly diverse learners, knowledgeable about student learning, competent in complex core academic content, and skillful at the craft of teaching. This report reveals that much of the professional development available today focuses on educators' academic content knowledge, and pays growing attention to mentoring support, particularly for new teachers. But, overall, the kind of high-intensity, job-embedded collaborative learning that is most effective is not a common feature of professional development across most states, districts, and schools in the United States. The purpose of this report is to provide policymakers, researchers, and school leaders with a teacher-development research base that can lead to powerful professional learning, instructional improvement, and student learning. It examines what research has revealed about professional learning that improves teachers' practice and student learning. It describes the relative availability of such opportunities in the United States as well as in high-achieving nations around the world, which have been making substantial and sustained investments in professional learning for teachers over the last two decades. (Contains 2 figures, 5 tables, and 76 endnotes.)
National Staff Development Council. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation; MetLife Foundation; Wallace Foundation
Authoring Institution: National Staff Development Council
Identifiers - Location: United States
Grant or Contract Numbers: N/A
IES Cited: ED544210; ED565615