Short description: We used repeated observations with validated measures to examine changes in practice linked to professional learning activities. By gathering baseline and subsequent observations, we documented differences in practice around academic rigor and discourse linked to group membership (treatment or comparison) and time. Results supported the value of sustained professional learning combined with instructional materials in encouraging changes in practice.
Learning Outcomes: Participants will:
Explore how professional learning can translate to classroom practices with increased rigor
Learn how to develop or modify lessons and instructional practices that elicit and develop student potential