Heather Hill

Finds that conflicting district policies and programs prevented teachers from implementing the ideas and skills learned in a professional development program. 

Teachers’ mathematical knowledge and their district context explained variation in mathematics teaching quality, as measured via videotaped observations; other factors, such as teacher experience, certification and preparation route, explained very little variation in teaching quality.  

Identifies barriers to the use of new teacher evaluation systems to improve instruction, including the lack of subject-specific instructional expertise among the principals charged with conducting classroom observation, the lack of high-quality feedback and follow-up after observations, and the scale of the program. 

Observes that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance about best practices in program design. In response, we propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development, and use information derived from these studies to build a professional knowledge base.

Finds stronger levels of mathematical knowledge among teachers who possess more mathematical coursework, a subject-specific certification, and high-school teaching experience.