Implementation Fidelity of Professional Development and Student Achievement Outcomes
In this work, we are concerned with establishing an evidence-based claim of our logic model positing a relationship between the professional development for the participating teachers and the fundamental goal of increasing student achievement.
OMLI project staff collected information about the degree to which each school implemented practices promoted in the OMLI professional development. With input from the site visit staff, RMC Research developed a 13-trait scoring rubric for use by the site visiting staff to rate the level of implementation of each school as of the end of the 2006-07 school year.
RMC Research analyzed the data from each school and determined that 5 of the 13 traits were highly correlated to student achievement on the 2007 state assessment:
Quality of the school action plan;
Implementation of the action plan;
Regular school-based professional development;
Scope of school-based professional development; and
Use of well-defined professional learning tasks and protocols during school-based professional development.
