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Professional Development

2012_reporst_tab Teaching and Learning School Improvement Climate and Culture Professional Development Educational Supports Assessment and Accountability Other Reports

Catalyst Schools Research Study: Technical Report

Patricia Cahape Hammer, September 2016

This report provides details about the research methods used in the first four brief reports in the catalyst schools research study. Appendixes include instruments, interview protocols, and a study timeline.

Catalyst Schools Research Study: The Learning School Approach and Student Proficiency in ELA and Math - Preliminary Findings

Patricia Cahape Hammer, September 2016

This brief report provides preliminary findings about possible positive associations between the Learning School initiative and student performance in catalyst schools.


Implementation of the Master Plan for Statewide Professional Staff Development for 2014-2015: An Evaluation Study   download PDF Link
Research
Brief
download PDF Link
Report
Patricia Cahape Hammer, December 2015 
The Master Plan for Statewide Professional Development (PD Master Plan) includes major providers from four PD provider groups: the Center for Professional Development (CPD), institutions of higher education (IHEs), regional education service agencies (RESAs), and the West Virginia Department of Education (WVDE). The goal of this evaluation was to study the effectiveness, efficiency, and impact of the plan.

 

Educator Enhancement Academies Evaluation Study Phase 2. Teacher and Trainer Reports of NxGen Professional Development and Their Sense of Preparedness download PDF LinkExecutive Summary download PDF LinkResearch Brief download PDF Link
Report
Patricia Cahape Hammer and Nate Hixson, January 2015
This report further examines the experience of Educator Enhancement Academies (EEAs) participants in providing their own training in the Next Generation standards and examines additional professional development they received from the RESAs. It also looks at the experiences of the end-user teachers who received professional development from the EEA-trained teachers and other sources in the targeted grade levels across the state during the 2013-2014 school year.

Implementation of the Master Plan for Statewide Professional Staff Development for 2013-2014: An Evaluation Study download PDF Link
Executive Summary
download PDF LinkResearch Brief download PDF Link
Report
Patricia Cahape Hammer, December 2014
The Master Plan for Statewide Professional Development (PD Master Plan) includes major providers from four PD provider groups: the Center for Professional Development (CPD), institutions of higher education (IHEs), regional education service agencies (RESAs), and the West Virginia Department of Education (WVDE). The goal of this evaluation was to study the effectiveness, efficiency, and impact of the plan.

Results of a Statewide Professional Learning Survey of West Virginia School Principals and Teachers download PDF LinkExecutive Summary   download PDF Link
Report
Patricia Cahape Hammer and Nate Hixson, April 2014
To get a clearer picture of teachers’ and principals’ current views about their professional learning needs and various types of professional development afforded to them in recent years, NCTAF and the Transforming Professional Development Advisory Group tasked the West Virginia Department of Education (WVDE) Office of Assessment, Accountability, and Research (OAAR) with conducting a statewide survey of a representative sample of teachers and principals (including assistant and associate principals). The survey focused on the following overarching questions: What are teachers’ and principals’ views about (a) their professional learning experiences overall,  and (b) their engagement in professional learning communities (PLCs)?

Implementation of the Master Plan for Statewide Professional Staff Development for 2012-2013: An Evaluation Study download PDF LinkExecutive Summary download PDF LinkResearch Brief download PDF Link
Report
Patricia Cahape Hammer, April 2014
This report examines four main aspects of the implementation of the West Virginia Board of Education’s Master Plan for Statewide Professional Development: (a) basic information about the size and scope of the effort, including attendance, duration, and adherence to the newly adopted standards for professional development; (b) quality of the sessions, (c) alignment of sessions to Board goals, and (d) the impacts of the sessions on participants’ knowledge, practice, and attitudes/beliefs.

Mathematics Academies 2011-2013: Cohort 1 Evaluation Study download PDF LinkExecutive Summary download PDF LinkResearch Brief download PDF Link
Report
Amber D. Stohr, March 2014
We examine the quality and impacts of professional development (PD) provided to the first cohort of participants in the Mathematics Academies Initiative, a collaboration of the Office of Special Programs, RESAs, and Carnegie Learning, Inc. Cohort 1, which initially included 119 members (primarily special educators) focused on proportional reasoning in 2011-2012. In 2012-2013 the 77 returning participants worked on developing algebraic thinking.

Educator Enhancement Academies Evaluation Study: Phase 1-Preparation of RESA-Based, Next Generation CSO Trainers download PDF LinkExecutive Summary download PDF LinkResearch Brief download PDF Link
Report
Patricia Cahape Hammer and Nate Hixson, March 2014
This report focuses on six regional Educator Enhancement Academies (EEAs) hosted by the eight regional education service agencies (RESAs) in the spring of 2013. The EEAs prepared RESA-based NxGen trainers to provide professional development for educators-primarily teachers-in schools across the state. This is the first of three planned reports.

Creating the Context and Employing Best Practices for Teacher Professional Development: A Brief Review of Recent Research   download PDF LinkResearch Brief download PDF Link
Report
Patricia Cahape Hammer, September 2013
A review of the research on teacher professional development identified an emerging consensus on important contextual and implementation characteristics that can promote or inhibit teachers’ use of new knowledge and skills in their classroom practice. Findings suggest that professional development is best viewed as one component in an overall system that also requires alignment among tests, policy, and curriculum. Within this context, research has shown that effective professional development tends to have the following elements: Content and content pedagogy focus; coherence; active learning; collective participation; and duration, including at least 30 contact hours distributed across a time span of at least a year.

West Virginia Revised Educator Evaluation System for Teachers 2011-2012: First Year Pilot Report download PDF LinkExecutive Summary download PDF LinkResearch Brief download PDF Link
Report
Anduamlak Meharie and Nate Hixson, June 2013
During 2011-2012, teachers in 25 WV schools (12 counties) participated in the pilot test of the new educator evaluation system. This is the first summary and cross analysis of data collected and shared with project leaders during the pilot.

The West Virginia Special Education Technology Integration Specialist (SETIS) Program: 2011-2012 Evaluation Report download PDF LinkResearch Brief download PDF LinkReport
Amber Stohr, March 2013
The Special Education Technology Integration Specialist (SETIS) program provides professional development for special education teachers to assist them in achieving proficiency with 21st Century Technology Tools. In 2011-2012, its 7th year, the program trained 16 special educators as models, coaches, and mentors of technology integration at schools and within classrooms. This study examines SETIS program implementation, use, and impact across three key stakeholder groups: SETIS, teacher colleagues, and school administrators.

Implementation of the Master Plan for Statewide Professional Staff Development for 2011-2012: An Evaluation Study download PDF LinkResearch Brief download PDF LinkReport
Patricia Cahape Hammer, October 2012
This evaluation study examined the formation and implementation of the West Virginia Board of Education’s Master Plan for Professional Staff Development for 2011-2012 (PD Master Plan).

Extended Professional Development in Project-Based Learning: Impacts on 21st Century Skills Teaching and Student Achievement download PDF LinkResearch Brief download PDF LinkReport
Nate K. Hixson, Jason Ravitz, Andy Whisman, September 2012
From 2008 to 2010, project-based learning (PBL) was a major focus of the Teacher Leadership Institute (TLI), undertaken by the West Virginia Department of Education (WVDE), as a method for teaching 21st century skills. Beginning in January 2011, a summative evaluation was conducted to investigate the effect of PBL implementation on teachers’ perceived ability to teach and assess 21st century skills and on student achievement.

The West Virginia Special Education Technology Integration Specialist Program: Examining Reported Expected and Actual Use by School Administrators   download PDF LinkReport
Yetty A. Shobo and Nate Hixson, February 2012
The WVDE Office of Assessment, Accountability and Research, in collaboration with the Office of Instructional Technology; Office of Special Programs, Extended and Early Learning; and the Office of Career and Technical Instruction developed an evaluation plan to assist the WVDE in determining the impact of the Technology Integration Specialist (TIS) program on selected TIS applicants, participating schools, teachers, and students. This study which focuses on the experience of school administrators, both in terms of their expected use and actual use of the SE TISs program during the 2010-2011 school year was conducted as one component of that plan. It is the first examination of administrator perceptions about the program in its 6-year history.

The West Virginia Special Education Technology Integration Specialist program: Examining Reported Expected and Actual Use by Teachers   download PDF LinkReport
Yetty A. Shobo and Nate Hixson, February 2012
The West Virginia Department of Education (WVDE) Office of Assessment, Accountability and Research, in collaboration with the Office of Instructional Technology; Office of Special Programs, Extended and Early Learning; and the Office of Career and Technical Instruction developed an evaluation plan to assist the WVDE in determining the impact of the Technology Integration Specialist (TIS) program on selected TIS applicants, participating schools, teachers, and students. This study focuses on how other teachers with whom an SE TIS has cotaught or had some degree of influence perceive the program, and how having an SE TIS in their school has changed their technology use in their teaching. It was conducted during the 2010-2011 school year as one component of that plan, and is the first examination of teacher perceptions about the program in its 6-year history.

Implementation of the Master Plan for Statewide Professional Staff Development for 2010-2011: An Evaluation Study   download PDF LinkReport
Patricia Cahape Hammer and Nate Hixson, June 2011
This report details the implementation and outcomes of the Master Plan for Statewide Professional Staff Development for 2010-2011 (PD Master Plan)-which was developed by the West Virginia Center for Professional Development (WVCPD) and approved by the West Virginia Board of Education. The PD Master Plan was carried out by the West Virginia Department of Education (WVDE), and its higher education partners in 2010-2011; it ultimately involved 37,107 professional development participants.

Examining the Effectiveness of Closing the Achievement Gap Professional Development Demonstration Schools download PDF LinkResearch Brief download PDF LinkReport
Larry J. White, Nate Hixson, Patricia Cahape Hammer, Diane L. Smith, and Juan DBrot, December 2010
A demonstration program, the Closing the Achievement Gap Professional Development Demonstration Schools, implemented in 30 struggling schools located in 10 counties across the state from 2004 to 2009 resulted in narrowing the achievement gap between African American students and their White peers in mathematics and reading/language arts. Similar gains occurred for students with disabilities and economically disadvantaged students. This report provides information about the program and the study.

Learn and Serve Project Objective #1: 2010 Evaluation Report   download PDF LinkReport
Larry J. White and Nate Hixson, October 2010
The Commission for National and Community Service (CNCS) provides funding to encourage K-12 public school students to become more involved in civic engagement through Learn and Serve-America. As part of Learn and Serve, the Ohio-West Virginia YMCA administers the HI-Y Model United Nations (Model UN) and Youth in Government (Judicial and Legislative) programs to both Ohio and West Virginia Students. This report presents the findings from the 2010 evaluation of Learn and Serve Project Objective #1 in WV, which states that 20 teachers trained as Service-Learning teachers were expected to show at least 80% mastery of serviceā€learning techniques and values, as measured by a survey instrument.

Project-Based Learning (PBL) in West Virginia: Efficacy of Professional Development Delivery Mode   download PDF LinkReport
Larry White and Diana L. Smith, February 2010
The purpose of this project-based learning study was to examine the impact and effectiveness of three professional development course delivery systems (media) used by the WVDE to train West Virginia teachers. These three systems included (1) classroom-based instruction, which typically involves 0-5% of course content presented in any online format or mode; (2) hybrid instruction, which typically involves 30%-79% of course content delivered online; and (3) Web-based instruction which usually involves over 80% of course content delivered online. This study utilized case study research methods.