Investigating How and Under What Conditions Effective Professional Development Increases Achievement in Elementary Science
- Executive Summary
Teacher participation in just 24 hours of MSS science content PD resulted in statistically- significant improvements in student learning outcomes. Additionally, analysis of classroom video showed statistically-significant differences in student cognitive engagement, student engagement in scientific sense-making practices, and teacher elicitation of and attention to student thinking.
Differential Effects of Three Professional Development Models on Teacher Knowledge and Student Achievement in Elementary Science
- Research Article
Teacher participation in just 24 hours of MSS PD resulted in statistically significant gains in teacher and student content knowledge. Additionally, teacher content knowledge gains were maintained 1 year later as well as gains in that year’s student content knowledge. Student gains were consistent for ELLs and did not differ based on sex or race/ethnicity.
Demonstrating Positive Impact on Leadership at All Levels
- Impact Brief
MSS teacher leaders develop a deep familiarity with Next Generation Science Standards and make plans to stay in the teaching profession more than their colleagues. Through leadership professional learning, they are able to support other teachers and advocate for increased science support at their sites.
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