Professional development can be used as a tool to increase teacher confidence and competence. Consequently, it may improve the quality of education available to students. Previous research suggests that many teachers lack the confidence to teach health despite it being an area that they are expected to teach. This paper locates and considers the…

A networked learning community (NLC) comprises teachers from different schools engaging collaboratively in purposeful and sustained professional learning. Networked learning entails the construction of knowledge that is new to the members of the group by tapping their collective practitioner knowledge and the public knowledge base. Members can use…

This study explores the development and implementation of a professional development intervention for teachers in data-use as part of a whole school self-evaluation (SSE) process. A review of literature relating to professional development in general and data-use in particular informs the key features of the intervention which is tested in five…

Although the Universal Design for Learning (UDL) Framework has been effective in designing tools and lessons, implementation of the Framework to design entire learning environments possesses its own limitations in research. This paper describes a quasi-experimental study of the effects of a professional development program on teachers'…

This article describes the challenge of engaging educators in professional development (PD) that is timely and relevant to their work, and effective in stimulating instructional changes to improve student learning. The authors highlight the competing needs and goals for PD that create tensions among the external accountability demands, school…

Achieving the ongoing professional development of teachers is of international concern. Professional development communities (PDCs), also known as professional learning communities, developed as a means of attaining this goal. In 2015, Israel began to implement a teacher development program called Hashkafa that consists of school-based PDCs whose…

Transgender and gender-expansive students are disproportionately at risk for a host of negative academic and health outcomes; yet, few educators receive training on gender-inclusive school practices. This descriptive study used evaluation survey data from employees (N = 1,425) across 80 schools participating in gender-inclusivity professional…

This article is a descriptive analysis of the local impact of a national school/university partnership programme in Scotland. Starting from a high-level report on improving teacher education, a series of recommendations was filtered through various stages and agencies until local providers (local authorities and higher education institutions) were…

This study explores the link between individualized, job-embedded professional development and teacher evaluation. Moreover, the study explores and describes job-embedded strategies that principals used to facilitate teacher development while working within a state-mandated evaluation system. The theoretical frame utilized four elements of…

An evaluation of the effectiveness of a large-scale professional development (PD) programme delivered to 258 schools in Queensland, Australia is presented. Formal evaluations were conducted at two stages during the programme using a tool developed from Desimone's five core features of effective PD. Descriptive statistics of 38 questions and…

The study described here analyses a faculty-wide change designed to foster the communication proficiencies of students in a large teacher education college, gathering data from various sources over three years of the new agenda's implementation. Qualitative and quantitative data analysis revealed that implementation was progressing on two distinct…

Teachers today operate in highly politicized accountability environments where quick results, typically measured by K-12 test scores, are demanded. Although focusing on student learning outcomes is critical, equally essential is assuring that teacher learning opportunities which can strengthen instruction are available to teachers. A decade ago,…

This evaluation study examined a state-wide professional development program composed of two institutes, one for mathematics teachers and one for science teachers, each spanning two weeks. The program was designed to help teachers transform their practice to align with Common Core State Standards for Mathematics and Next Generation Science…

The impact of quality teaching on student learning has led to an increased focus on professional learning to support and improve teacher practice. Review of the literature on effective professional learning suggests six elements that support sustained change in teacher practice; namely, focus, learning components, feedback, collaborative…

This article examines changes in teachers' beliefs and practices over the course of a professional development (PD) program concerned with the implementation of a constructivist-oriented pedagogy in English as a Foreign Language (EFL) classrooms. Grounded in situative theories of learning and development, the School-based Support Program places…