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In a broad sense, professional development may include formal types of vocational education, typically post-secondary or poly-technical training leading to qualification or credential required to obtain or retain employment. Professional development may also come in the form of pre-service or in-service professional development programs. These programs may be formal, or informal, group or individualized. Individuals may pursue professional development independently, or programs may be offered by human resource departments. Professional development on the job may develop or enhance process skills, sometimes referred to as leadership skills, as well as task skills. Some examples for process skills are 'effectiveness skills', 'team functioning skills', and 'systems thinking skills'.Professional development opportunities can range from a single workshop to a semester-long academic course, to services offered by a medley of different professional development providers and varying widely with respect to the philosophy, content, and format of the learning experiences.

Professional development is a broad term, encompassing a range of people, interests and approaches. Those who engage in professional development share a common purpose of enhancing their ability to do their work. At the heart of professional development is the individual's interest in lifelong learning and increasing their own skills and knowledge.

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Teachers Professional Development Resources

teachers professional development

Teachers Professional Development: An International Review. By Eleonara Villegas-Reimers. Study published by International Institute of Educational Planning by way of a grant from UNESCO which studies professional development internationally.


Teacher Professional Development: A Primer for Parents Community Members. By Public Education Network. A primer for parent and community parties on the teachers professional development.


Research on Professional Development and Teacher Change: Implications for Adult Basic Education. Cristine Smith and Marilyn Gillespie. In this chapter they draw on the K–12 and adult literacy education research literature:to examine two topics: (a) what is known about what makes teacher professional development effective, and (b) how teachers change as a result of professional development.


Professional Development for Language Teachers Implementing the Texas Essential Knowledge and Skills for Languages Other Than English Project ExCELL. By Texas Education Agency. This document addresses the professional development of inservice teachers of Language Other Than English (LOTE) relative to the implemention of the Texas Essential Knowledge and Skills (TEKS for LOTE).


Teachers’ Professional Development Europe in international comparison. By Europe Direct. An analysis of teachers professional development based on the OECD’s Teaching and Learning International Survey (TALIS)


DESIGNING EFFECTIVE PROFESSIONAL DEVELOPMENT: LESSONS FROM THE EISENHOWER PROGRAM. Prepared under Contract by: American Institutes for Research Contract No. EA97001001 For: The U.S. Department of Education Office of the Under Secretary


Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad. by Ruth Chung Wei, Linda Darl ing-Hammond, Alethea Andree, Nikole Richardson, and Stelios Orphanos School Redesign Network at Stanford University. A comprehensive report on the status of teachers professional development in the U.S. and abroad.


Guidelines for Professional Development of Online Teachers. By Southern Regional Education Board. Working with many member states, SREB developed the nation’s first Standards for Quality Online Teaching, which define the qualifications of a quality online teacher and the standards needed for academic preparation, content knowledge, online skills and delivery. Building on those standards, these guidelines can assist state virtual schools as they hire, train, support and evaluate online teachers professional development..


An Enquiry Into Continuing Professional Development for Teachers. by Dr Sandra Leaton Gray April. The main aim of this research was to review current subject-based professional development opportunities, to identify gaps in provision and to make recommendations for improving future provision. It was conceived as a study that would engage with practitioners at a ‘grass roots’ level


McREL Insights Professional Development Analysis. By by Ravay Snow-Renner and Patricia A. Lauer. To address this lack of analysis on teacher professional development services, in the summer of 2005, McREL researchers conducted and published a synthesis of the research about the influence of standards on K–12 teaching and student learning. The synthesis focused on three Professional Development Analysis variables closely related to teaching and student learning: standards-based curriculum, standards-based instructional guidelines, and standards-based accountability assessments.


Teaching Teachers: Professional Development To Improve Student Achievement: Published by the American Educational Research Association. We have limited our review to learning opportunities for teachers that are explicitly aimed at increasing student achievement through teachers professional development.


Professional Development Plan Educator Toolkit. Published by Wisconsin Department of Public Instruction


Effective Classroom Management: Teacher Preparation and Professional Development. By Regina M.Oliver, Daniel J.Reschly ,Ph.D. Vanderbilt University. Provides research and recommendation on teacher quality and effectiveness, specifcally addressing the area of classroom management and teachers professional development.


Teacher professional learning and development by Helen Timperley: This booklet about teachers professional learning and development has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. As part of its mission, the Academy provides timely syntheses of research on educational topics of international importance. This is the eighteenth in a series of booklets on educational practices that generally improve learning.


New York State Professional Development Standards An Introduction: provides a blueprint for high-quality professional development for all educators to improve instruction and student achievement.


LOTE TEACHER COMPETENCIES FOR PROFESSIONAL DEVELOPMENT:How to Use LOTE Teacher Competencies for teachers professional development.

School and Cluster-based Teacher Professional Development: Bringing Teacher Learning to the Schools. By D. James MacNeil World Education, Inc. This paper endeavors to critically examine these ongoing programs to determine whether school and cluster-based, in-service teacher professional development programs are more effective than more traditional, large scale “cascading” teacher training approaches. In particular, this review will explore the question: Are school-based and cluster-based, in-service teacher professional development programs the most effective means to improve teacher practices in developing country contexts?


Teacher Professional Development: It’s Not an Event, It’s a Process. Sandra H. Harwell, Ph.D. Vice President, Professional Development CORD. This paper refocuses attention on the classroom, specifically on the importance of teacher professional development in changing teachers’ classroom behaviors in ways that lead to improvement in student performance. Using a framework designed by the National Staff Development Council, the paper describes the context, content, and process of high-quality teacher professional development.


Steps to Developing a Personal Professional Development Plan

You wouldn’t dream of walking into a classroom without any idea what you want to accomplish. Why treat your own learning any differently? A plan with explicit goals provides structure for your learning. Use the following steps and the planning template to develop your personal professional development plan.


Does Teacher Professional Development Affect Content and Pedagogical Knowledge: How Much and for How Long? Pete Goldschmidt CRESST/University of California, Los Angeles Geoffrey Phelps University of Michigan.The results indicate that teachers vary significantly in pre-institute knowledge on the four assessed domains, demonstrate significant knowledge growth, but only retain about one half of what was gained during the institute. Further, pre-existing knowledge gaps are not systematically reduced and teacher perceptions of institute quality are not related to knowledge growth and knowledge retention.


Creating Effective Teacher Professional Development in Tough Economic Times: Anthony Rebora, managing editor of the


Biz Kid$ Teacher Professional Development Kit: This kit provides organizations with tools to conduct teacher professional development. It may be used for training teachers at districts, professional associations and at conference presentations. The kit will introduce teachers to the resources of Biz Kid$ and give them global strategies for using Biz Kid$ in the classroom. This is an effective way to reach many students through their teachers. The kit complements the curriculum and existing resources of the series.


21st Century Skills Professional Development:A Partnership for 21st Century Skills. The Partnership for 21st Century Skills has identified several key characteristics of effective teachers professional development. that supports 21st century skills.



Professional Development for Teachers of Reading November: 2001 Peggy A. Grant Edyth E. Young Cathy Montbriand:This paper will address the following topics as they relate to the education of practicing reading teachers: • The state of reading achievement in the United States. • Teacher thinking and professional development. • This history of professional development for teachers of reading. • Professional development policies and guidelines recommended by various organizations. • Two basic theoretical approaches to professional development: training and reflection. • Descriptions of various professional development programs. • Evaluation of professional development. • The role of administration in professional development. • Recommendations based on the literature.


Teacher Professional Development in Chicago: Supporting Effective Practice. Report from the Chicago Annenberg Research Project. Addresses questions in regard teachers professional development in Chicago,IL





Tight but Loose: Scaling Up Teacher Professional Development in Diverse Contexts. These papers represents the thinking about the theory behind the KLT program, describes the range of contexts used to implement the program, and illustrates the inherent tensions between the desire to maintain fidelity to a theory of action and the need to demonstrate flexibility in order to accommodate local situations.


Blended teacher professional development: A synthesis of three program evaluations. By  Ron Owston ., Herb Wideman, Janet Murphy, Denys Lupshenyuk Institute for Research on Learning Technologies, York University, Toronto, Canada. This study synthesized the findings of three program evaluations of teacher blended professional development programs from the perspective of situated design and implementation, development of community, changes in teacher practice, and impact on students. We found that the blended programs were effective in providing teachers with an opportunity for learning on the job and collaborating with other teachers, and they influenced teacher classroom practice moderately and affected student learning to a limited extent. Our study supports the contention that blended learning is a viable model for teacher professional development.


Reviewing the evidence on how teacher professional development affects student achievement. Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Of the more than 1,300 studies identified as potentially addressing the effect of teachers professional development on student achievement in three key content areas, nine meet What Works Clearinghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link. This report finds that teachers who receive substantial professional development—an average of 49 hours in the nine studies—can boost their students’ achievement by about 21 percentile points.


U.S. Department of Education Professional Development Team. (1994). Building bridges: The mission and principles of professional development. Washington, DC: U.S. Department of Education.


The age of our accountability:Evaluation must become an integral part of staff development. sing "merit or worth" in our definition implies appraisal and judgment. Evaluations are designed to determine something’s value. They help answer such questions as: Is this program or activity leading to the results that were intended? Is it better than what was done in the past? Is it better than another, competing activity? Is it worth the costs?  The answers to these questions require more than a statement of findings. They demand an appraisal of quality and judgments of value, based on the best evidence available.



What works in the middle: Results-based staff development. Oxford, OH: National Staff Development Council. The guide describes 26 successful staff development programs in language arts, mathematics, science, social studies, and interdisciplinary programs that were studied and evaluated to ascertain their impact on student learning. It offers guidelines for selecting and/or designing initiatives to improve student performance.


Teacher Professional Learning in the United States:Case Studies of State Policies and Strategies:    This report was published by Learning Forward and the Stanford Center for Opportunity Policy in Education as part of their multi-year study on the Status of Professional Development in the United States.


Advancing High Quality Professional Learning Through Collective Bargaining and State Policy. By A joint initiative among American Federation of Teachers, Council of Chief State School Officers, National Education Association, National Staff Development Council. This publication is the result of an 18-month project that brought together teams from six states — Minnesota, New Jersey, New York, North Carolina, Ohio, and Texas — along with their national organizations in a groundbreaking partnership to identify collective bargaining language and policies that support high-quality professional development. Independently, each of us has tackled the important issue of ensuring that teachers engage in effective professional development to improve teaching and learning.


Teachers Professional Development Guide. By M.Bruce Haslam.   This guide offers practical suggestions for planning and conducting evaluations of teacher professional development


What’s your PROFESSIONAL DEVELOPMENTIQ? NSDC created the Professional Development IQ test as a tool to stimulate a conversation with parents and/or school board members about what they know about teaching and professional learning.

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