A comprehensive study of local systemic initiatives in math and science funded by the National Science Foundation, examining over 70,000 teachers and two million students, found that educators with 60 hours or more of professional development reported greater impact on their content knowledge and use of instructional strategies.

This review of major professional development initiatives in math and science concluded that "extended professional development opportunities aligned with curricular content and onsite follow-up can produce significant changes in classroom practices and student benefits" (Weiss and Pasley, p. 1).

Some key points to keep in mind when developing professional development plans that satisfy the Arkansas Rules Governing Professional Development are

• No matter what content area or instructional role that an educator fills, the 60 hours that educators are required to spend on professional development each year will serve as a starting point that will enhance teaching, learning and student performance. Many educators will spend far more than 60 hours on professional development each year.
• Ideally professional development should be coordinated at the district, school and individual levels. Professional development plans should include district- and school-directed professional development activities, and they should also allow time for educators to undertake their own professional development activities.
• By complementing quality workshops and conferences with job-embedded and educator-centered activities, educators can fulfill the 60 hour commitment with learning that is essential to—not separate from—their daily work.

For more information on planning professional development, see Chapter 2 of A Tool Kit for Quality Professional Development in Arkansas.

Learn more about job-embedded approaches to professional development, such as professional learning communities and action research.