D.C. Public Schools Take a Leap toward More Effective Professional Development

tntpThe New Teacher Project

A year after a study by TNTP found that many efforts to support teachers were ineffective, school systems like D.C. Public Schools are piloting creative new ideas to provide professional development, writes Dan Weisberg. D.C.’s LEAP program has teachers work together to develop tailored approaches to help students meet high standards. A RAND study earlier this year found only 28 percent of math and 31 percent of ELA teachers believe professional development opportunities reflect their needs. “Common Core State Standards’ emphasis on conceptual understanding marked a huge departure from the old ‘mile-wide, inch-deep’ way of teaching,” three Arizona Teachers of the Year wrote in June. “And those kinds of changes are only effectively achieved through proper support and training.”

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