Description

Do most U.S. teachers have access to the types of effective professional learning opportunities needed to improve their instruction? A recent national study by Linda Darling-Hammond at Stanford University found a large gulf between current practices and research-based best practices of effective teacher learning in U.S. public schools, but professional development practices in U.S. independent schools have not been examined.This study addressed this problem by conducting a national survey of U.S. independent schools to assess the extent to which professional development opportunities in these schools are aligned with research findings about the characteristics of effective teacher professional learning. Results indicated that a large gap exists between current professional development practices in U.S. independent schools and research-based best practices for effective teacher professional learning. Potential reasons for this gap are discussed and recommendations are provided for how independent school leaders can work to move their schools closer to the standards established for effective teacher professional learning.