Abstract of

Accountability by Design in Literacy Professional Development

Kathryn Kinnucan-Welsch

Catherine A. Rosemary

Patricia R. Grogan

High-quality professional development is essential in supporting accomplished teaching. But how is the efficacy of professional development evaluated?

The authors present several methods for conducting a critical analysis of professional development. Using a large-scale professional development initiative as the focal point, they first explain six widely cited principles of high-quality professional development and show evidence of them in the initiative’s design and structure. Second, they report findings from pre- and postsurveys of participants over three years, which showed statistically significant positive differences in teacher understanding of literacy concepts. Third, the authors present a vignette to illustrate how one coaching tool used in the project supports teachers in making instructional shifts based on student learning.

The authors suggest that those who offer professional development for teachers should evaluate their programs through accepted principles of design. They conclude with additional questions related to meaningful, robust accountability systems for professional development.

Abstract from Kinnucan-Welsch, K., Rosemary, C.A., & Grogan, P.R. (2006, February). Accountability by Design in Literacy Professional Development. The Reading Teacher, 59(5), 426–435. doi: 10.1598/RT.59.5.2