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.





DOE Partners

Grace Makaimoku-Young

Educational Specialist - Advancing Professional Learning

Office of Curriculum and Instructional Design

COE Faculty Partner

Photo of Joanna Philippoff
Joanna Philippoff

Assistant Specialist

Curriculum Research & Development Group

HERN Fellow

Amy McKee

Doctoral student

Educational Foundations