Effective CPD Model

Darling-Hammond, Hyler and Gardner (2017) identified seven characteristics of effective teacher professional development. Lesson Study comprises all these features as shown in the table below.

Table 1. Seven Characteristics of Effective Teacher Professional Development
Effective CPD Model Feature Description Interpretation in Lesson Study
1. Is content focused? Focuses on teaching strategies associated with specific curriculum content within teachers’ classroom contexts. Targets a specific lesson and develops a lesson plan.
2. Incorporate active learning Engages teachers directly in designing and trying out teaching strategies, while providing them an opportunity to engage in the same style of learning they are designing for their students. Offers teachers active and participatory lesson planning, micro-teaching, research lesson and reflection.
3. Supports collaboration Creates space for teachers to share ideas and collaborate in their learning, often in job-embedded contexts. Encourages teachers to discuss and collaborate to develop lessons together.
4. Uses models of effective practice Provides teachers with a clear vision of what best practices look like. Applies a certain technique or model in the research lesson.
5. Provides coaching and expert support Shares expertise about content and evidence-based practices, focused directly on teachers’ individual needs. Engages experts, DOS, SBM and SSL in CPD to give advices in the context.
6. Offers feedback and reflection Provides built-in time for teachers to think about, receive input on, and make changes to their practice by facilitating reflection and soliciting feedback. Ensures the time for reflection and revision of the lesson plan both after micro-teaching and at the end of the program.
7. Is of sustained duration Provides teachers with adequate time to learn, practice, implement, and reflect upon new strategies that facilitate changes in their practice. Consists of continuous plan, do and reflect cycle integrated in daily school life.

Last modified: Wednesday, 21 August 2024, 11:28 PM