Relationship of Professional Development Participation to Observed Changes in Teacher Practice and Student Outcomes
Structured, targeted, ongoing professional development had a positive impact on changes
in observed teacher practices which improved student achievement. Although
administrative changes impacted participation, teachers perceived the value of AIMS
professional development.
The use of the MASCOPS instrument for teacher observation
and consultation was effective in making teachers more aware of their classroom
practices. Sustained, targeted professional development with related follow-up
activities had an impact on teacher behavior in the classroom.
As an
evaluation study, it is difficult to make causal attribution claims. However, it can
be concluded that participating in the AIMS MSP appears to have a positive impact on
students' mathematics achievement. In order to make more specific claims, there
would need to be more detailed records of individual teacher participation in the various
professional development offerings from both AIMS and Region 2. There would also
need to be student achievement data by individual teachers.
Although
administrative changes impacted participation, teachers perceived AIMS professional
development as being valuable. AIMS professional development had a positive impact on
student achievement. Characteristics of the professional development included
structure, specific audience target, ongoing, and accountability for implementation.
AIMS mathematics specialists provided professional development and followed up with
teachers to support implementation in the classroom.
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