skip to main content skip to footer

Models for Effective and Scalable Teacher Professional Development AfL TLC KLT

Author(s):
Thompson, Marnie; Goe, Laura
Publication Year:
2009
Report Number:
RR-09-07
Source:
ETS Research Report
Document Type:
Report
Page Count:
35
Subject/Key Words:
Assessment for Learning (AfL), Professional Development, Teacher Learning Communities (TLC), Keeping Learning on Track (KLT), Understanding and Enhancing Teaching

Abstract

The minute-to-minute and day-by-day use of assessment for learning holds great potential to change the trajectory of student learning in U.S. classrooms. But without effective and scalable systems of professional development that actually lead teachers to adopt these practices, the utility and impact of assessment for learning will be quite limited. Drawing on learning theory, expertise research, and research on effective professional development, this paper presents the theoretical and empirical basis behind an evolving program of professional development that employs school-embedded teacher learning communities as a central component, called Keeping Learning on Track®. Implementations of the Keeping Learning on Track program in two districts and a consortium of districts are described in detail.

Read More