Important research shows that the impact of high-quality instructional materials is even larger when teachers participate in curriculum-based professional learning.
Read more to learn what characteristics differentiate effective professional learning, and how can districts and schools invest wisely in the success of their teachers and students.
Interest has grown in high-quality instructional materials as a tool to help students master the complex skills needed for continuing education and work in the 21st century. Why? Because a strong evidence base shows that high-quality instructional materials—those that are research based, standards aligned, content rich, and accessible for all students—accelerate student learning. But important research also shows that the impact of high-quality instructional materials is even larger when teachers participate in curriculum-based professional learning.
A study of middle school math instruction found that when teachers used new, high-quality instructional materials but did not receive professional learning support, students’ math achievement increased by 6 percent of a standard deviation. However, when teachers used the new materials and participated in curriculum-based professional learning, their students’ test scores improved by 9 percent of a standard deviation—about the same effect on student achievement as replacing an average teacher with a top performer or reducing class size by 15 percent (Short and Hirsh 2020).
At its best, pairing a high-quality curriculum with professional learning can build teachers’ own content knowledge and pedagogical expertise so that they better support students in learning rigorous subject matter. But too often, professional learning is disconnected from the curricular materials, instructional vision, and academic priorities of a school, and teachers receive general, isolated, and disjointed experiences that do not result in improved instructional practice or student achievement.
Districts and schools collectively invest $5.3 to $18 billion annually in teachers’ professional learning (Chang 2017; Short and Hirsh 2020), and teachers spend at least 39 hours each school year participating in district-mandated development efforts (The Mirage 2015). So, what characteristics differentiate effective professional learning, and how can districts and schools invest wisely in the success of their teachers and students?
What the research says: Professional learning should build teachers’ subject-matter knowledge and pedagogical content knowledge by grounding development experiences in high-quality, educative curriculum materials. It should help teachers understand the rationale for a curriculum’s learning sequences. And it should support learning that is relevant to teachers’ actual classroom contexts (Darling-Hammond et al. 2017; Principles for High-Quality n.d.; Short and Hirsh 2020; Standards for Professional Learning 2022).
For example:
What the research says: Professional learning should use real artifacts (e.g., lesson plans, unit plans, sample student work) and interactive activities that provide teachers with an opportunity to engage in the same style of learning they are designing for their students. Active learning—such as practicing instruction or participating in model lessons as students—engages teachers directly in constructing their knowledge and provides teachers with a clear vision of what best instructional practices look like (Darling-Hammond et al. 2017; Short and Hirsh 2020; Standards for Professional Learning 2022).
For example:
What the research says: Professional learning should be intentionally organized—for example, grouping teachers by subject, grade level, and how long they have been working with the curriculum materials—so that teachers can target specific, shared learning goals. Teachers should have regular opportunities to share ideas, collaborate in their learning, and work with peers to study, practice, reflect on, and refine instructional strategies over time (Darling-Hammond et al. 2017; Principles for High-Quality n.d.; Short and Hirsh 2020; Standards for Professional Learning 2022).
Sample Three Year Professional Learning Plan
| Professional Learning for Teachers | Professional Learning for Leaders |
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SUMMER |
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Foundational PD Sessions: - Launch Wit & Wisdom- Module & Lesson Study |
Cornerstone Bundle for Leaders: - Strategic Planning- Lead Wit & Wisdom
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| FALL | |
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Foundational PD Sessions: - Getting Started with Geodes |
Cornerstone Bundle for Leaders: - Understanding Wit & Wisdom’s Design: Knowledge-Building- Guided Observations for Leaders
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| SPRING | |
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Cornerstone Bundle for Leaders: - Strategic Planning- Understanding Wit & Wisdom’s Design: Writing
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Year 2
| Professional Learning for Teachers | Professional Learning for Leaders |
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SUMMER |
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Foundational Sessions for New Teachers: - Launch Wit & Wisdom - Module and Lesson Study Sustaining PD: - Writing in Wit & Wisdom |
Cornerstone Bundle for Leaders: - Strategic Planning- Understanding Wit & Wisdom’s Design: Writing
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| FALL | |
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Sustaining PD Sessions: - Focus on Fluency |
Leadership Consulting (4 hours) |
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SPRING |
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Sustaining PD Sessions: - Testing and Wit & Wisdom Wit & Wisdom Coaching Series |
Wit & Wisdom Coaching Series Leadership Consulting (4 hours) |
| Professional Learning for Teachers | Professional Learning for Leaders |
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SUMMER |
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Foundational Sessions for New Teachers: - Launch Wit & Wisdom- Module and Lesson Study |
Leadership Consulting (4 hours) |
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FALL & SPRING |
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Wit & Wisdom Coaching Series |
Wit & Wisdom Coaching Series Leadership Consulting (2 hours) |
Virtual Open Enrollment professional development sessions offered throughout the year further support the accessibility and flexibility of ongoing development opportunities for both new and seasoned educators. Designed for 20–35 participants, these sessions convene educators from around the country for live online, facilitator-led sessions that are inspired by the same learning design and goals as in-person sessions.
What the research says: Professional learning should provide teachers with curriculum-focused coaching, structured feedback, and ongoing opportunities to reflect as they transfer what they’ve learned and incorporate new materials into the classroom. Feedback and reflection can help keep teachers stay connected to the process of change, avoid plateaus in their practice, and thoughtfully move them toward proficient, evidence-based practice. Feedback should serve to describe a teacher’s individual progress, diagnose their challenges, and create a roadmap for greater success—not formally evaluate their performance (Darling-Hammond et al. 2017; Principles for High-Quality n.d.; Short and Hirsh 2020).
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TRACK This coaching series focuses on effectively using Eureka Math Equip to address unfinished learning. Teachers will engage in a transferable process of using data to address unfinished learning for whole class, small group, and individual instruction. The Guided Observation for Leaders will focus on classroom observations to gather evidence of teachers making connections to and leveraging students’ prior knowledge, responding to data in instruction, and addressing unfinished learning in an equitable way. This observational evidence will inform the next steps for the PLC sessions with teachers. *Teachers must take Addressing Unfinished Work with Eureka Math Equip before this coaching session. |
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TRACK This coaching series focuses on implementing Eureka Math successfully. It was designed for new implementers as well as groups with experienced Eureka Math teachers seeking additional customized support to improve their implementation. Teachers will address specific areas for improvement, and the Guided Observation for Leaders session will focus on observing for effective teaching practices. This observational evidence will inform the next steps for the PLC sessions with teachers. |
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TRACK This coaching series focuses on building teachers’ understanding of the content and its role in the larger math story. Teachers will engage in a transferable process of studying a module, topic, or lesson along with its connection to previous and upcoming content. The Guided Observation for Leaders will focus on observation to gather evidence that instruction effectively develops student conceptual understanding and makes coherent content connections. This observational evidence will inform the next steps for the PLC sessions with teachers. |
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SESSION 1 In this session, a Eureka Math coach guides up to 10 leaders through classroom observations to establish an understanding of the current state of instruction. SESSIONS 2–4 Sessions 2, 3, and 4 offer teachers explicit, personalized guidance from a Eureka Math coach to meet objectives based on the coaching focus selected. SESSION 5 In this session, a Eureka Math coach guides up to 10 leaders through classroom observations to establish an understanding of the current state of instruction. |
What the research says: Professional learning should challenge educators’ mindsets, assumptions, and biases and promote high expectations for what all students can achieve. Professional learning should provide teachers with the tools to scaffold learning experiences so that all students can engage with rigorous, grade-level materials and activities, regardless of students’ prior knowledge and skills. And professional learning should equip teachers to deliver instruction that is responsive to different languages, cultures, and points of view (Principles for High-Quality n.d.; Short and Hirsh 2020; Standards for Professional Learning 2022).
For example:
At Great Minds, we believe in professional learning that builds the confidence and ability of all teachers to not just deliver a high-quality curriculum, but also to effectively adapt it to meet the needs of the individual students in their classroom. The time is now to move away from general professional development toward the ongoing, content-rich, and evidence-based experiences that build knowledge and improve outcomes for teachers and their students.
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View our on-demand webinar about how to identify good professional learning opportunities, what questions to ask a provider before investing in a professional learning plan, and to hear from educators as they discuss the impact of professional learning on their daily classroom practice.
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