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Planning Outline: The impact of the lack of teacher professional development training and
support on student achievement.
Yvonne Haddock
School of Education, Liberty University
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The impact of the lack of teacher professional development training and support on
student achievement.
Castillo, J. M., March, A. L., Tan, S. Y., Stockslager, K. M., & Brundage, A. (2016).
Relationships Between Ongoing Professional Development and Educators’ Beliefs
Relative to Response to Intervention.6Journal of Applied School Psychology,632(4), 287–
312. https://doi.org/10.1080/15377903.2016.1207736
The author’s research argues that there are still questions about how well large-scale
professional development centered on response to intervention will work. Changing
educators' perspectives on core response-to-intervention concepts, such as the value of
good instruction and data-driven decision-making, is an important goal of this kind of
professional development. This study examined the relationship between educators' views
and professional development that is adapted to address intervention. 3,961 students from
27 comparison schools and 34 pilot schools in a southeast state participated in the study.
Thirteen full-day training sessions were attended by leadership teams at pilot schools,
which oversaw leading response-to-intervention initiatives, over a period of three years.
All teachers in the pilot schools, including those on the leadership teams, also received
coaching help. The effect of professional development training on educators' views and,
consequently, on student accomplishment is a topic that this study specifically explores. It
explores the efficacy of such training on a broad scale by concentrating on reaction to
intervention, especially in schools with low levels of support and professional
development for teachers. The results clarify how leadership team participation and
school enrollment affect teachers' opinions about important facets of teaching, like data-
driven decision-making and the efficacy of core and supplemental education levels. This
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realization emphasizes how important it is to provide continual professional growth and
assistance to raise student achievement, particularly in situations when such training may
be deficient.
Florian, L. (2012). Preparing teachers to work in inclusive classrooms: key lessons for the
professional development of teacher educators from Scotland's inclusive practice project.
Journal of Teacher Education, 63(4), 275+.
http://dx.doi.org/10.1177/0022487112447112
The author explores how more inclusive teaching methods are required as a result of the
growing diversity of students, language, and developmental requirements in today's
schools. Nonetheless, a lot of educators say they feel unprepared to apply inclusive
strategies in the classroom. This article offers perspectives from the Inclusive Practice
Project, a teacher education reform project that aims to provide educators with the tools
they need to meet the needs of every student. Considering the project's findings, it
highlights four important issues, talks about the approaches taken to address them, and
looks at the difficulties teacher educators may have in their professional growth. The
most important lessons learned are how crucial it is to support teacher educators'
professional development to make it easier to adopt newly designed curricula. The author
discusses how important it is to implement inclusive teaching strategies considering the
expanding diversity of pupils in classrooms, including disparities in language, culture,
and developmental stage. Teachers in the classroom frequently admit their inability in
managing inclusive education, despite this necessity. The Inclusive Practice Project is a
teacher education reform initiative that aims to equip educators to support the learning
and development of all students. The article presents ideas from this project. It explores
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the difficulties faced in teacher educators' professional development as shown by the
study's findings and lists the four major concerns that the project found, and the
techniques used to overcome them. The emphasis on improving teacher educators'
professional development to successfully administer a new curriculum is at the heart of
these lectures.
Hasha, R., & Wadesango, N. (2020/06//). Exploring the influence of educators’ continuous
professional development programmes in enhancing students’ achievement in South
African schools.African Journal of Gender, Society & Development,9(2), 137-137–162.
https://doi.org/10.31920/2634-3622/2020/9n2a7
The author’s main goal of the study was to raise student achievement in South African
schools by examining the effect of continuous professional development (CPD) on the
caliber of instruction. Accepting the idea of continuing professional development (CPD),
which stresses continuous enhancement of professional knowledge and abilities, the
study investigated its impact in the educational setting, acknowledging the critical role
teachers play in determining the outcomes of their students. The qualitative study, which
employed the Teacher-Change Theory as a framework, concentrated on Pietersburg
Circuit secondary schools in Polokwane urban. By means of individual interviews, focus
groups, and documentary evidence, the researchers collected data from a sample of 10
instructors and five principals who were chosen by purposive sampling. The use of
triangulation and thematic data analysis guaranteed the validity and consistency of the
results across several sources. The results highlight how important professional
development is to developing teachers' abilities and improving student accomplishment.
According to the study, if CPD programs are matched with identified needs, teachers may
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be more equipped to improve student outcomes. The research highlights the potential for
Continuing Professional Development (CPD) to enhance educators and result in more
efficient and effective teaching practices, which can eventually boost student
achievement. This is achieved by addressing the deficiency of professional development
and support for teachers. As a result, the study promotes focused CPD initiatives that seek
to close the knowledge gap between teachers and students to create an atmosphere that
supports higher academic achievement.
Hirsch, S. E., Ely, E., Lloyd, J. W., & Isley, D. (2018///Fall). Targeted Professional Development:
A Data-Driven Approach to Identifying Educators' Needs.School-University
Partnerships,11(2), 84-91.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-
journals/targeted-professional-development-data-driven/docview/2322042063/se-2
The authors discuss how developing educators' professional development (PD) is
essential to improving instruction and student results. PD activities that are developed
and structured according to the specific needs of educators are hard to come by. In this
paper, we offer observations drawn from a case study that shows how an elementary
school and a university worked together to address the needs of teachers around
classroom management. We provide vital advice and resources for school and university
partners engaged in comparable projects, based on our own experiences. The results of
this case study are consistent with several important components included in the NAPDS
9 Essentials, such as all participants' shared commitment to creative and reflective
practice, their active participation in and dissemination of the findings of intentional
investigations into practice by the involved parties, as well as formal collaboration in
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various institutional contexts between faculty members from colleges and universities
and P-12 educators. This text will be beneficial to my paper because it highlights the
value of professional development for educators (PD) in improving the caliber of
instruction and the outcomes of students, pointing out the scarcity of frameworks
specifically designed to meet the demands of educators in this context. The synopsis
highlights how important it is to provide school and university partners with tools and
important recommendations derived from these cooperative experiences. It is significant
because it addresses important components of the NAPDS 9 Essentials, including a
shared commitment to innovative and reflective practice, engagement in and
dissemination of investigation results, and alignment with the larger discussion on the
impact of inadequate teacher professional development training and support on student
achievement.
Kaur, J., & Debel, O. (2019/05//). Teacher collaboration and professional development in
secondary schools of Ethiopia: A literature review.IAHRW International Journal of
Social Sciences Review,7(5), 1031-1034. https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/scholarly-journals/teacher-collaboration-professional-
development/docview/2618176227/se-2
This review's main goal was to investigate the connection between collaborative teaching
practices and teachers' professional growth in west Oromia, Ethiopia's secondary schools.
Ethiopia has been emphasizing the development of school leaders' capacity, especially
that of principals, vice-principals, and supervisors, since 1913. Still, despite the Ministry
of Education's (MoE) best efforts, attempts to raise school supervisors' competence to
provide higher-quality instruction have not always been up to par. To support teachers'
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cooperative efforts to improve classroom instruction, this study aimed to advance the
enhancement of the educational system. A thorough analysis of pertinent studies in this
field was carried out. Meta-analyses' results showed that teacher collaboration had a
major impact on instructors' proficiency, self-assurance, and application of practice. This
article is beneficial because it provides clarity on teachers who collaborate effectively
achieve common objectives, increase their own effectiveness as educators, and foster
healthy interdependence within the school community. It was noted that teacher
collaboration ought to be an essential component of their everyday schedules, involving
them in the preparation, execution, and assessment of the results of their joint efforts. The
review also found that several factors, such as conventional teaching techniques, a lack of
awareness and expertise, a lack of initiative for change, a lack of dedication, and a lack of
motivation, pose obstacles to teachers' collaboration and professional development.
Kokanović, T. (2019). The Importance of Lifelong Learning for the Development of Professional
Competence of Educators. Croatian Journal of Education, 21.
https://doi.org/10.15516/cje.v21i0.3494
The author states that lifelong professional development in all its forms is crucial for
supporting educators' transformation into competent professionals and for continuously
reinforcing their professional identity. Since the 2009–2010 academic year, educators in
the Republic of Croatia have had the chance to further their education by enrolling in
graduate-level courses at their local universities. The goal of these courses is to acquire
and improve the abilities, knowledge, and skills that are essential for professional
development. Facilitating the development of the teaching profession is not only the
responsibility of people but also of the professional community, especially in areas that
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are critical to the advancement of early and preschool education systems. Formal
education is essential in providing teachers with the skills needed to influence educational
policies in their organizations. A self-assessment of educators' assessed levels of
competency is used to determine areas for growth. This article is beneficial because it
highlights how critical it is for educators in Croatia to be able to pursue further education
through university graduate studies, concentrating on developing and honing the skills
necessary for career advancement. Individuals and the professional community share
responsibilities for promoting the growth of the teaching profession, especially in areas
that are critical to the advancement of early and preschool education systems. This
research will assess educators' perceived competence levels in developing educational
policies and investigate any discrepancies in self-assessment between graduate student
educators and those with undergraduate degrees to contribute to discussions on the effects
of teacher professional development on student achievement.
Shaha, S. H., & Ellsworth, H. (2013/03//). Predictors of Success for Professional Development:
Linking Student Achievement to School and Educator Successes through On-Demand,
Online Professional Learning.Journal of Instructional Psychology,40(1), 19-26.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-
journals/predictors-success-professional-development/docview/1620847372/se-2
The authors conducted an examination that was carried out on a yearly variation in
academic performance for 734 schools in 39 states, selected at random among those who
make use of an organized online professional development resource. Significantly
outperforming schools in terms of (1) student academic performance and (2) various
indicators of school and educator achievements, such as teacher retention, student
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discipline, and rates of dropout and college-bound seniors (in high schools) were found to
be associated with higher levels of teacher involvement, as measured by both the quantity
and quality of usage and participation. The results indicate that higher levels of use,
involvement, and active participation are linked to improved student performance and
overall success for teachers and educational institutions. The results showed that schools
with teachers who were more engaged did much better than those with instructors who
were less engaged. Higher levels of engagement were defined by both the number and
quality of usage and participation. These high-engagement schools performed
exceptionally well not only in terms of student academic achievement but also in other
indicators of school and teacher success, including student discipline, teacher retention,
dropout and college-bound senior rates. The analysis's conclusions point to a substantial
relationship between improved student achievement and overall success for teachers and
schools and increased use, engagement, and active participation in professional
development programs. This relates to the more general subject of how students are
affected by teachers' lack of professional development opportunities and assistance.
Zeng J. (2023). A theoretical review of the role of teacher professional development in EFL
students' learning achievement.6Heliyon,69(5), e15806.
https://doi.org/10.1016/j.heliyon.2023.e15806
The author speaks on the growing number of general education publications and how the
effects of teacher professional development on student outcomes has been examined
since it is widely acknowledged as being important in improving student learning
accomplishment. Few have investigated the connection between student accomplishment
and professional development in the field of language instruction. Moreover, theoretical
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analyses concerning the effects of professional development for teachers specifically on
the performance of English as a Foreign Language (EFL) learners are conspicuously
lacking. By concentrating on the possible impact of teacher professional development on
the academic achievement of EFL students, this theoretical review aims to close this gap.
Examining both empirical data and theoretical viewpoints, the paper seeks to clarify how
teacher professional development influences students' educational results. This article is
beneficial for my paper as this theoretical review aims to close this gap. To clarify how
teacher professional development influences English learners' academic results, both
empirical and theoretical data were analyzed. Theoretical frameworks and empirical
investigations have synthesized evidence to support the notion that teacher professional
development has a major effect on improving EFL students' learning outcomes. For
educators working with teachers, teacher educators, and educational administrators, the
conclusions drawn from this analysis are pertinent and valuable, especially when it comes
to discussing how low support and training for teacher professional development affects
student achievement.
