Linking teacher and student learning to improve professional development in systemic reform

Barry J. Fishman, Ronald W. Marx, Stephen Best, Revital T. Tal

Research output: Contribution to journalArticlepeer-review

364 Scopus citations

Abstract

Professional development is key to standards-based reform, yet there is little empirical evidence upon which to base decisions of design or implementation. This paper presents a model of teacher learning and an analytic framework linking professional development to student and teacher learning. Our approach begins with an analysis of relevant content standards, and uses evidence of student performance to gauge areas of need. Professional development is evaluated using a combination of teacher reflection, classroom observation, and ongoing assessment of student performance. An example of this framework and process in use is presented in the context of an urban systemic reform program in science.

Original languageEnglish (US)
Pages (from-to)643-658
Number of pages16
JournalTeaching and Teacher Education
Volume19
Issue number6
DOIs
StatePublished - Aug 2003
Externally publishedYes

Keywords

  • Educational change
  • Inservice teacher education
  • Professional development
  • Systemic reform
  • Teacher learning

ASJC Scopus subject areas

  • Education

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