Classroom visits are the most effective form of teacher professional development

Evidence

My colleague Heidi Watts found that the single most effective instrument for professional development is having teachers visit each other’s classrooms. When a teacher sees that another teacher can do something, she’s more willing to try it herself. If visits are not practical, then have teachers lead workshops. Once you’ve identified the teachers and community members who have classroom skills and charisma, get them on the team. — David Sobel, Place-Based Education, 105

Categorization

• XREF: Peer-modeling over training principle parallels observation-as-method thread and teacher modeling in the polyad. — connects to: Short teacher trainings fail to produce durable environmental teaching proficiency — David Sobel, Place-Based Education: Connecting…, 103; Environmental educators succeed by supporting existing curricula rather than adding new content — David Sobel, Place-Based Education: Connecting…, 27; Effective teacher professional development requires repeated varied exposure and piggybacks onto existing structures. — David Sobel, Place-Based Education: Connecting…, 94 (+2 more)
• recurring: this claim recurs 3 times within its source

Related

• Teacher-led workshops and classroom visits outperform expert-led training for changing teaching practice. (similarity 0.90)
• Effective teacher professional development requires repeated varied exposure and piggybacks onto existing structures. (similarity 0.88)
• Teacher adoption requires repeated exposure across existing institutional settings (similarity 0.87)
• Short teacher trainings fail to produce durable environmental teaching proficiency (similarity 0.79)

Broader Connections

• Teacher adoption requires repeated exposure across existing institutional settings #corroborates (0.80)