| Abstract: | This study is focused on a statewide implementation of the core conceptual framework for effective professional development in the United States. and associated impact on teacher quality and attitudes. The framework included content focus, active learning, coherence, duration, and collective participation. There were 252 participants in the study, who were involved in one of the five science or six mathematics programs. Findings indicated a significant impact on teacher quality for all participating programs. Teacher attitudes were positive at the baseline, and remained positive with some improvement at the end of the program. However, teacher perceived preparedness increased significantly across the duration of the program. Discussion of the findings and implications for professional development programs internationally are shared. |
