Responsive capacity building—review of teacher professional development
Investigating the impact of formative instruction on elementary teaching practices
This project aims to systematically review ~5 years of HIDOE teacher professional development (PD) courses and determine if and how well they align to key features of effective PD drawn from literature and PD theory. This will result in a comprehensive description of the landscape of teacher PD in the state. This information will allow us to support the HIDOE in improving the PD approval system by aligning provider questions—current and proposed—to literature and PD theory.
Publication
McKee, A., Makaimoku-Young, G., & Philippoff, J. (2023). ESSER Research Brief – Responsive Capacity Building: For-Credit Teacher Professional Development 2019–2023.
Research Questions
1
Using the data from HIDOE PD provider questions, how can we describe HIDOE PD courses being offered over the last five years?
2
To what extent do HIDOE teacher PD courses align to key features of effective teacher PD?
3
What improvements can be made to the PD provider questionnaire to better understand course offerings and to encourage integration of components reflective of effective PD features?
Partners
DOE Partner
Grace Makaimoku-Young
Educational Specialist - Advancing Professional Learning
Office of Curriculum and Instructional Design
COE Faculty Partner
HERN Fellow
Amy McKee
Doctoral student
Educational Foundations