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NIUSIpart of the Education Reform NetworksLeading coherent professional development: A comparison of three districtsThis article is about the relationship between professional learning/development programs and teachers’ instructional practices. It applies to educational leaders interested in implementing effective professional learning/development programs. The authors compared three urban school systems. They suggested that district offices could influence teaching through professional development. District leaders can structure their programs to provide coherent and content-focused professional development. The district orientation (vision, emphasis on professional development use of human resources) set by the dominant coalition of leaders--including but not limited to the Superintendent--in each district influenced the coherence and content focus of the professional development programs. The authors also found that district differences in their organizational capacity affected coordination and planning of professional development. The district with the most coherent focus on helping teachers develop deeper knowledge about select subject areas had the greatest teacher-reported influence on teaching practice.
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