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Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development

28 Sep 2016

In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students’ understanding of mathematical concepts. This report examines the impact of content-intensive professional development on teachers’ math content knowledge, their instructional practice, and their students’ achievement. ...
Study of Professional Development for Math Teachers Finds Positive Effects on Instruction But Not on Student Achievement or Teacher Knowledge

24 Dec 2013

An interim report on the implementation of an intensive teacher professional development program for seventh grade middle school mathematics teachers had a positive impact on the frequency with which the teachers engaged students in thinking activities, but found no statistically significant impact on teacher knowledge or student achievement. ...
The Mathematics Professional Development (PD) Impact Study

AIR and partners are conducting a large-scale study of the impact of teacher professional development in mathematics. The Mathematics Professional Development (PD) Impact Study is a randomized controlled trial designed to test the impact of a scalable program of professional development that holds promise for improving mathematics instruction and student achievement at the ...
Professional Development Shown to Improve Teachers’ Knowledge and Some Aspects of Teaching But Not Student Achievement

28 Sep 2016

An intensive content-focused professional development program improved fourth-grade teachers’ knowledge and some aspects of their instruction, but not their students’ achievement, according to a new study by AIR.
A New Two-Year Study of Professional Development for Math Teachers Finds No Statistically Significant Impact on Teacher Knowledge or Student Achievement

24 Dec 2013

A federally-funded two-year study of professional development programs for seventh grade mathematics teachers found there was no statistically significant cumulative impact on teacher knowledge or on student achievement. The study, led by AIR, in partnership with MDRC, was released on May 25, 2011 by the U.S. Department of Education's Institute ...
Development of a Competency-based Credentialing Exam for Human Resource Professionals

The Society for Human Resource Management (SHRM) has served human resources professionals for over 65 years. AIR developed the SHRM's competency-based credentialing program that focused on the knowledge and behaviors needed to succeed as mid- to senior-level HR professionals.
Does Content-Focused Teacher Professional Development Work?

06 Nov 2016

Federal and local governments continue to invest billions of dollars each year in professional development for teachers. Until recently, there has been little rigorous evidence to inform the design and delivery of these programs. This brief outlines the key findings from three random assignment PD evaluation studies and proposes areas ...
Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning

19 May 2012

The recent increased attention to teacher evaluation has raised questions about the relationship between evaluation and student outcomes. This research and policy brief lays out an informal framework for using evaluation results to target professional growth opportunities for teachers within an aligned system of evaluation, leading to higher levels of ...
Learning from Mixed Results: What's Next for Teacher Professional Development?

10 Apr 2017

Recent research suggests that intensive, content-focused professional development improves teachers’ knowledge and some aspects of their practice, but not student achievement. Kirk Walters sat down with Mike Garet, who led the research, and three other experts to get their reactions to these findings. ...
Principal Professional Development: New Opportunities for a Renewed State Focus

09 Feb 2017

Principals influence student learning by leading efforts to improve school climate; recruiting, retaining, and supporting effective teachers; and driving organizational change. Too often, however, states and districts focus on teachers rather than principals when planning for professional supports. This brief offers an easy to digest overview of current school leadership ...

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