Mejores prácticas de desarrollo profesional docente en Estados Unidos

This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.). We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation. We then describe the findings from recent U.S. research that has tested the five features, with an emphasis on the results of rigorous randomized control trials. We discuss several insights gained from this work and that have helped refine the framework. They are that (a) changing procedural classroom behavior is easier than improving content knowledge or inquiry-oriented instruction techniques; (b) teachers vary in response to the same PD; (c) PD is more successful when it is explicitly linked to classroom lessons; (d) PD research and implementation must allow for urban contexts (e.g., student and teacher mobility); and (e) leadership plays a key role in supporting and encouraging teachers to implement in the classroom the ideas and strategies they learned in the PD. We then examine three major trends in how professional development for teachers is evolving in the U.S.—a move away from short workshops, linking teacher PD to evaluations, and the use of video technology to improve and monitor the effects of PD. Finally, we discuss the challenges faced by districts and schools in implementing effective professional development.Este artículo analiza las mejores prácticas de desarrollo profesional docente (DPD) en los Estados Unidos de América (USA). Comenzamos presentando un marco conceptual sobre DPD, que sugiere la existencia de cinco características clave que favorecen un DPD efectivo: foco en el contenido, aprendizaje activo, coherencia, duración sostenida, y participación colectiva. Continuamos describiendo los resultados de recientes investigaciones que han puesto a prueba dichas cinco características en USA, enfatizando los resultados de rigurosos estudios experimentales aleatorizados. Discutimos las lecciones aprendidas a partir de dichos estudios, que nos han permitido refinar nuestro marco teórico sobre el DPD efectivo. Hemos aprendido que (a) cambiar el comportamiento de los profesores en clase es más fácil que mejorar sus conocimientos disciplinares o las estrategias instruccionales de alto nivel; (b) los profesores varían en respuesta al mismo DPD; (c) DPD es más exitoso cuando está explícitamente conectado con la práctica docente; (d) la investigación y la implementación del DPD debe tener en cuenta las condiciones de las áreas urbanas (e.g., la movilidad de estudiantes y profesores); y (e) los líderes juegan un rol fundamental apoyando y animando a los profesores para que apliquen en sus clases las ideas y estrategias aprendidas en DPD. Después examinamos tres tendencias generales en la evaluación reciente del DPD en USA—un descenso en el uso de cursos y talleres de corta duración, la conexión del DPD con las evaluaciones del profesorado, y el uso de video-tecnología para mejorar y supervisar los efectos del DPD. Finalmente, discutimos las dificultades que los distritos y las escuelas encuentran para implementar DPD efectivo

Early College, Early Success: Early College High School Initiative Impact Study

In 2002, the Bill & Melinda Gates Foundation launched the ECHSI with the primary goal of increasing the opportunity for underserved students to earn a postsecondary credential. To achieve this goal, Early Colleges provide underserved students with exposure to, and support in, college while they are in high school. Early Colleges partner with colleges and universities to offer all students an opportunity to earn an associate's degree or up to two years of college credits toward a bachelor's degree during high school at no or low cost to the students. The underlying assumption is that engaging underrepresented students in a rigorous high school curriculum tied to the incentive of earning college credit will motivate them and increase their access to additional postsecondary education and credentials after high school. Since 2002, more than 240 Early Colleges have opened nationwideThis study focused on the impact of Early Colleges. It addressed two questions:1. Do Early College students have better outcomes than they would have had at other high schools?2. Does the impact of Early Colleges vary by student background characteristics (e.g., gender and family income)? To answer these questions, we conducted a lottery-based randomized experiment, taking advantage of the fact that some Early Colleges used lotteries in their admissions processes. By comparing the outcomes for students who participated in admissions lotteries and were offered enrollment with the outcomes for students who participated in the lotteries but were not offered enrollment, we can draw causal conclusions about the impact of Early Colleges.The primary student outcomes for this study were high school graduation, college enrollment, and college degree attainment. We also examined students' high school and college experiences. Data on student background characteristics and high school outcomes came from administrative records from schools, districts, and states; data on collegeoutcomes came from the National Student Clearinghouse (NSC); and data on high school and college experiences and intermediate outcomes such as college credit accrual camefrom a student surveyWe assessed the impact of Early Colleges on these outcomes for a sample of 10 Early Colleges that did the following:-Enrolled students in grades 9 -- 12 and had high school graduates in the study years (2005 -- 2011)-Used lotteries as part of the admission processes in at least one of the study cohorts (students who entered ninth grade in 2005 -- 06, 2006 -- 07, or 2007 -- 08)-Retained the lottery recordsEight of the 10 Early Colleges in the study were included in the student survey. The overall study sample included 2,458 students and the survey sample included 1,294 students. The study extended through three years past high school

The implementation of social policy : an assessment of organizational capability.

Thesis. 1979. Ph.D.--Massachusetts Institute of Technology. Alfred P. Sloan School of Management.MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.Includes bibliographical references.Ph.D

Best Practices in Teachers’ Professional Development in the United States

ABSTRACT: This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.). We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation. We then describe the findings from recent U.S. research that has tested the five features, with an emphasis on the results of rigorous randomized control trials. We discuss several insights gained from this work and that have helped refine the framework. They are that (a) changing procedural classroom behavior is easier than improving content knowledge or inquiry-oriented instruction techniques; (b) teachers vary in response to the same PD; (c) PD is more successful when it is explicitly linked to classroom lessons; (d) PD research and implementation must allow for urban contexts (e.g., student and teacher mobility); and (e) leadership plays a key role in supporting and encouraging teachers to implement in the classroom the ideas and strategies they learned in the PD. We then examine three major trends in how professional development for teachers is evolving in the U.S.—a move away from short workshops, linking teacher PD to evaluations, and the use of video technology to improve and monitor the effects of PD. Finally, we discuss the challenges faced by districts and schools in implementing effective professional development

Measuring educational progress /

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