Aligning, Focusing, and Tailoring Job-Embedded Professional Development USDOE

Published

U.S. Department of Education

Publication

Crim Open Campus High School (Georgia) faced an ongoing struggle to engage students and improve students’ educational outcomes. As an alternative school that serves the district’s highest risk students who are 16 years of age or older, Crim has faced persistent challenges in raising student academic achievement and graduation rates. Two diagnostic reviews identified ineffective and inconsistent quality of instruction as a critical barrier to improving Crim students’ outcomes.

In response, Crim began using job-embedded professional development to provide customized support to teachers. This strategy focuses on increasing teachers’ exposure to and use of high-quality classroom instruction by identifying schoolwide improvement needs and targeting and tailoring teacher professional development toward meeting those needs.

 

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Featured in This Collection

Topic

Turnaround Capacity

Subtopic

School

State

Georgia