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ERIC Number: EJ964219
Record Type: Journal
Publication Date: 2011-Oct
Pages: 7
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0013-127X
Teacher Professional Learning in the U.S.: Case Studies of State Policies and Strategies
Jaquith, Ann; Mindich, Dan; Wei, Ruth Chung; Darling-Hammond, Linda
Education Digest: Essential Readings Condensed for Quick Review, v77 n2 p33-39 Oct 2011
Policy shapes practice, and the increasingly important realm of professional development is no exception. To identify effective professional development policies and strategies, a Stanford University research team examined the policy frameworks supporting high levels of professional development activity in four states--(1) Colorado; (2) Missouri; (3) New Jersey; and (4) Vermont. Students in all four states scored above national averages on the NAEP. While approaches to professional development vary, the four states share key characteristics and face similar challenges, which are outlined in this policy brief. All have professional development standards, induction and mentoring programs for beginning teachers, and a state-level organization or professional board that oversees teacher licensing, professional teaching standards, and professional development. The authors found that to ensure the quality of professional development, it is critical to couple state and policy efforts with professional associations and intermediary organizations that extend the reach of state agencies, offer learning supports, and provide a voice for local stakeholders and outside experts.
Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado; Missouri; New Jersey; United States; Vermont
Identifiers - Assessments and Surveys: National Assessment of Educational Progress