Best Practices of Effective Professional Development Training

........................................................................................................3 Chapter I: Introduction Statement of Problem.................................................................................5 Research Question(s).................................................................................6 Definition of Terms...................................................................................6 Chapter II: Review of Literature Professional Development and Teacher Self-Efficacy..........................................7 Professional Development with Student Outcomes.............................................14 Professional Development with Teacher and Student Outcomes.............................16 Chapter III: Results and Analysis Relative to the Problem.............................................36 Chapter IV: Recommendations and Conclusion Recommendations..................................................................................40 Areas for Further Research.........................................................................41 Summary and Conclusion..........................................................................43 References.....................................................................................................45 BEST PRACTICES FOR READING TEACHERS 3 Abstract Professional development has become the target for change in order to improve reading progress for students in a time of school accountability and researched-based reading instruction (Chard, 2004). It is evident that a change in professional development needs to occur, but how to make that change happen across the nation, and what exactly the change needs to entail is still unclear. In this paper, I review various studies to determine how to effectively improve the teaching of reading; and in turn, increase student achievement. The primary focus is on identifying forms and elements of professional development deemed effective in order to make recommendations for school improvement by way of professional development for reading teachers in order to improve instruction and student achievement.Professional development has become the target for change in order to improve reading progress for students in a time of school accountability and researched-based reading instruction (Chard, 2004). It is evident that a change in professional development needs to occur, but how to make that change happen across the nation, and what exactly the change needs to entail is still unclear. In this paper, I review various studies to determine how to effectively improve the teaching of reading; and in turn, increase student achievement. The primary focus is on identifying forms and elements of professional development deemed effective in order to make recommendations for school improvement by way of professional development for reading teachers in order to improve instruction and student achievement. BEST PRACTICES FOR READING TEACHERS 4 Chapter I: Introduction Illiteracy, or the inability to read, is a problem faced in many societies all over the world. According to the Central Intelligence Agency’s World Factbook (2009), the highest illiteracy rates are more commonly found in less developed nations of Sub-Saharan Africa, South and West Asia, and the Arab states. Lower illiteracy rates occur in more technologically advanced nations such as Europe and North America. The United States has an overall illiteracy rate of about 1% (CIA, 2009). However, disadvantaged areas such as the rural South contain a much higher percentage. Despite having lower illiteracy rates, the United States is not immune to illiteracy problems. In fact, the focus of making sure every child can read at grade level by third grade has been a priority of not only educational systems, but in recent years, government as well. President George W. Bush, during his first year in office, secured passage of the landmark No Child Left Behind Act of 2001 (NCLB). The law reflects a political consensus on how to improve the performance of America’s elementary and secondary schools while at the same time intending that no child is trapped in a failing school. Research has shown that children unable to learn reading basics at an early age are unlikely to ever learn them at all (Juel, 1988; Torgesen et al., 1999a). Furthermore, any child with the inability to read well may not master other skills and knowledge, and is unlikely to ever succeed in school. Even more frightening is the fact that many children begin school each year already at risk for literacy failure (Juel, 1988; Schwartz, 2005; Stanovich, 1986; Taylor, 1992). With this critical concept in mind, helping disadvantaged children reach high standards is essential in American education (Munoz, 1999). The ideal solution would be to provide every at-risk child the opportunity at a young age to incorporate strategies that will make each child a successful reader. BEST PRACTICES FOR READING TEACHERS 5 Statement of the Problem The good news is, many scientific studies have given educators insights as to how literacy develops, reasons why obtaining this knowledge is easier for some than others, and perhaps most importantly, instructional practices that best help students learn (Moats, 1999; NRP, 2000; Pikulski, 1994). In addition, researchers estimate that through the use of these proven practices, all but 2-5% of children can be taught to read (Clay, 1985; Moats, 1999). Yet, according to The U.S. Department of Education in their recent release of The Nation’s Report Card: Reading 2009, 34% of all fourth-graders have reading skills below basic level and are unable to read well enough to complete grade level assignments. The most important purpose of schools is to teach children to read. Unfortunately, teachers are often not equipped with the knowledge necessary for effective reading instruction (NRP, 2000; Walsh, Glaser, & Wilcox, 2006). Moats (1999) explained that explicit instruction of print requires an intense disciplined study of the systems and forms of language, both spoken and written. Despite this knowledge, a single course in reading methods is often all that is offered in education programs for prospective teachers, making preparation for reading instruction grossly inadequate (Dowhower, 1999; Moats, 1999). A clear gap exists between the findings of research showing most children can be taught to read well and instruction in the classroom (NRP, 2000; Scanlon, Gelzheiser, Vellutino, Schatschneider, & Sweeney, 2008). Chard (2004) noted professional development has become the target for change in order to improve reading progress for students in a time of school accountability and researched-based reading instruction. Quality professional development improves teaching (NRP, 2000). In fact, it is estimated that billions of dollars are spent by schools nationwide on professional development activities each year (Killeen, Monk, & Plecki, 2002). As stated earlier, it is also BEST PRACTICES FOR READING TEACHERS 6 known that effective reading instruction improves students’ ability to read. Therefore, the primary focus of school systems needs to be on implementing professional development that results in meaningful improvement of both teacher practices in reading instruction and student achievement in reading abilities. Research Questions In this paper I will attempt to answer the following two research questions: 1. How can we effectively improve teachers’ abilities to teach reading in a way that will increase student achievement? 2. What elements of quality professional development will contribute to improving both teacher practice and student achievement? Definitions of Terms Professional development – The opportunity, in the form of conferences, university coursework, or singular sessions, for a teacher to improve upon current skills and knowledge, in addition to becoming aware of knew knowledge, theories, and methods in order to improve classroom instruction (Borko & Putnam, 1996; Grossman & Hirsch, 2009). Teacher self-efficacy – Perceived capability of the teacher to impart knowledge; and that such ability affects students’ behavior, motivation, and ultimately their success or failure (Bandura, 1997; Guskey & Passaro, 1994). Phonological awareness – The general awareness of the phonological (sound) structure of spoken words including rhymes, syllables, onset-rimes, and individual phonemes (Scarborough &