Relationship of Professional Development Participation to Observed Changes in Teacher Practice and Student Outcomes
Authors: Harriet Lamm, Margaret Hobson, Lee Sloan

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5. Conclusions

Structured, targeted, ongoing professional development had a positive impact on changes in observed teacher practices which improved student achievement.  Although administrative changes impacted participation, teachers perceived the value of AIMS professional development.
The use of the MASCOPS instrument for teacher observation and consultation was effective in making teachers more aware of their classroom practices.  Sustained, targeted professional development with related follow-up activities had an impact on teacher behavior in the classroom. 

As an evaluation study, it is difficult to make causal attribution claims.  However, it can be concluded that participating in the AIMS MSP appears to have a positive impact on students' mathematics achievement.  In order to make more specific claims, there would need to be more detailed records of individual teacher participation in the various professional development offerings from both AIMS and Region 2.  There would also need to be student achievement data by individual teachers. 

Although administrative changes impacted participation, teachers perceived AIMS professional development as being valuable. AIMS professional development had a positive impact on student achievement.  Characteristics of the professional development included structure, specific audience target, ongoing, and accountability for implementation.  AIMS mathematics specialists provided professional development and followed up with teachers to support implementation in the classroom.

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