Learning Bridges:

Building Teacher Capacity through Aligned, Online Professional
Development

Evaluation Report: Executive Summary Excerpt

Conducted by:

Mid-continent Research for Education and Learning

January, 2008

Dr. Zoe Barley, McREL

Dr. Sheila Arens, McREL

Over the past six years, McREL, Mid-continent Research for Education and Learning, has been involved in an evaluation of the Learning Bridges System, which contains a standards-based, online teacher professional development program. Learning Bridges is the only professional development program aligned to states’ Language Arts and Math standards and assessments for grades K – 12. It provides assistance to educators and administrators in selecting, implementing, and modifying the most effective research-based instructional strategies to meet the needs of diverse learners. The Learning Bridges System is a comprehensive, research-based and standards-aligned approach to school improvement. Created following five years of research and development and supported by decades of education research, the Learning Bridges System includes web-enabled tools (e.g., Teaching Practices Guide, Synthesis System, Strategy Assessment System, New Teacher Basic Skills Assessment System, Parent Activities, and Professional Development System) and services to support quality teaching and to develop teacher proficiency in effective instructional strategies that increase student academic achievement.

Results:

The participating schools adopted the program, with most teachers completing the courses in which they enrolled. No schools reported barriers to implementation. Learning Bridges made significant changes in teacher knowledge and skills. The extent to which Learning Bridges represents a sustainable way of thinking about teaching and learning will, ultimately, be the measure by which the program is compared in terms of success. At this time, Learning Bridges appears to be on track in participating schools for sustained changes (which are paramount for effecting changes in student achievement). This is good news for Learning Bridges; at the heart of improving student achievement is improving teaching. Learning Bridges professional development courses make a difference in pedagogy.

Evaluation questions:

1. How was the Learning Bridges professional development model implemented? (formative)
a. What is the context in which the professional development takes place and what is the context for teachers as they put what they are learning into practice?
b. What is the nature of the program in quality, intensity and duration of participation?
2. To what extent is participation in the Learning Bridges Online Professional Development model related to changes in teacher knowledge and skills? (summative)
3. To what extent is participation in the Learning Bridges Online Professional Development model related to higher levels of student achievement? (summative)

Results indicate that participation in the Learning Bridges System does change teacher knowledge and skills when implemented systemically. Significant changes in academic achievement were also measured. The data revealed that the participating schools did experience overall gains in achievement – above and beyond what would have been expected (as illustrated by the comparison group data). The next step in the evaluation is underway – to measure the extent that the changes in teacher knowledge and skills is related to the academic achievement gains that resulted. A carefully designed randomized control trial coupled with careful documentation of variables is underway.