# data[].attributes.body
ELD Standards Webinar Series:

Webinar 3: California English Language Development Standards Proficiency Level Descriptors
When: Mar 20, 2024 03:30 PM Pacific Time (US and Canada)
Register in advance for this meeting:
https://us02web.zoom.us/meeting/register/tZItdumhqzwjG9UwR9WyoOPc2RXjupRDOTw3

Webinar 4: California English Language Development Standards Part I: Interacting in Meaningful Ways
When: Apr 24, 2024 03:30 PM Pacific Time (US and Canada)
Register in advance for this meeting:
https://us02web.zoom.us/meeting/register/tZEpfu-qqz8qH9KMWBKkiYNeyXa78vR-yuTU

Webinar 5: California English Language Development Standards Part II: Learning About How English Works
When: May 22, 2024 03:30 PM Pacific Time (US and Canada)
Register in advance for this meeting:
https://us02web.zoom.us/meeting/register/tZAoc-2urj4sGtKC6_C8VJtVa869vmcJfLP6

# data[].attributes.headline
How Do Teachers Spend Professional Learning Time, and Does It Connect to Classroom Practice?

# data[].attributes.subject
How Do Teachers Spend Professional Learning Time, and Does It Connect to Classroom Practice?

# data[].attributes.attachment_link.readable_text
The authors use data from the 2022 American Instructional Resources Survey to examine how teachers use professional learning (PL) time, such as collaborative learning, workshops or trainings, and coaching. They then examine the extent to which PL improves teaching, student learning, and the implementation of standards-aligned practices.

Research Questions

1. What types of PL do teachers engage in?

2. How do teachers spend their time during their PL experiences?

3. How do teachers benefit from their PL experiences?

4. How does PL connect to instructional efficacy as measured by teacher-reported classroom practices and student achievement?

In this report, the authors use data from the American Instructional Resources Survey (AIRS) fielded in spring 2022 to kindergarten through 12th grade (K-12) math, English language arts, and science teachers to describe teachers' professional learning (PL) activities, with an emphasis on how much PL time was spent on various topics and activities. Although the AIRS largely focuses on using, adapting, and creating instructional materials, the 2022 AIRS also asked teachers how PL time was spent on various topics, including classroom management and supporting student mental health. This allows for the description of a broader variety of teacher PL activity. The authors also examine the extent to which teacher participation in PL translates to instructional efficacy, as measured by teacher reports of standards-aligned classroom practices and estimates of student achievement relative to grade level.

Key Findings

Collaborative learning was the most frequent form of PL for teachers and often the form of PL that teachers thought was most beneficial.

Reviewing student assessment data and discussing how to use and adapt instructional materials were the primary uses of PL time. More than 40 percent of teachers indicated that they spend at least one-quarter of their collaborative learning time on student assessment data or using or adapting instructional materials.

Few teachers reported having extensive access to expertise on subject-area materials or content through their PL. Access to expertise was a substantial predictor of whether teachers considered the PL they participated in to be beneficial to their teaching and student learning.

Teachers who reported frequent participation in PL generally reported higher levels of standards-aligned classroom practices than those who did not frequently participate, although there were notable differences by subject and by the mode of PL.

After controlling for teacher and classroom characteristics, teachers' participation in PL did not appear to strongly correlate with self-reported measures of student achievement.

The research described in this report was funded by the Bill & Melinda Gates Foundation, the Charles and Lynn Schusterman Family Foundation, and the Walton Family Foundation and conducted by RAND Education and Labor.

This report is part of the RAND research report series. RAND reports present research findings and objective analysis that address the challenges facing the public and private sectors. All RAND reports undergo rigorous peer review to ensure high standards for research quality and objectivity.

This work is licensed under a Creative Commons Attribution 4.0 International License. All users of the publication are permitted to copy and redistribute the material in any medium or format and transform and build upon the material, including for any purpose (including commercial) without further permission or fees being required.

RAND is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.

Document Details

Explore

Related Topics

Stay Informed
RAND Policy Currents
Get updates from RAND delivered straight to your inbox.

Citation

Format:

Zuo, George, Sy Doan, and Julia H. Kaufman, How Do Teachers Spend Professional Learning Time, and Does It Connect to Classroom Practice? Findings from the 2022 American Instructional Resources Survey. Santa Monica, CA: RAND Corporation, 2023. https://www.rand.org/pubs/research_reports/RRA134-18.html.

Zuo, George, Sy Doan, and Julia H. Kaufman, How Do Teachers Spend Professional Learning Time, and Does It Connect to Classroom Practice? Findings from the 2022 American Instructional Resources Survey, RAND Corporation, RR-A134-18, 2023. As of February 4, 2024: https://www.rand.org/pubs/research_reports/RRA134-18.html

# data[].attributes.attachment_link.title
How Do Teachers Spend Professional Learning Time?

# data[].attributes.attachment_link.description
The 2022 American Instructional Resources Survey asked teachers how professional learning time was spent on various topics, including classroom management and supporting student mental health. How do teachers benefit from their professional learning experiences?

# data[].attributes.headline
ELA/ELD Framework Ch. 11: Implementing High-Quality ELA/Literacy and ELD Instruction: Professional Learning, Leadership, and Program Supports

# data[].attributes.subject
ELA/ELD Framework Ch. 11: Implementing High-Quality ELA/Literacy and ELD Instruction: Professional Learning, Leadership, and Program Supports

# data[].attributes.attachment_link.readable_text
California English Learner Roadmap Home | Policy and Printed Document | Research | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to Local Control Accountability Plan (LCAP) | Resources | Educator Workforce Investment Grant (EWIG) | Communications and Updates | Archives

California's Vision and Mission of Success for English Learners

The California State Board of Education unanimously approved the California English Learner Roadmap State Board of Education Policy: Educational Programs and Services for English Learners (EL Roadmap Policy) on July 12, 2017. This policy is intended to provide guidance to local educational agencies (LEAs) on welcoming, understanding, and educating the diverse population of students who are English learners attending California public schools. The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners ( CA EL Roadmap) builds on the EL Roadmap Policy and provides further guidance on educating English learners. The CA EL Roadmap supports LEAs as they implement the EL Roadmap Policy.

Vision

English learners fully and meaningfully access and participate in a twenty-first century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages.

Mission

California schools affirm, welcome, and respond to a diverse range of English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California.

Web-based Resources

The resources on this web page are intended to support educators as they implement the EL Roadmap Policy.

These materials are not meant to be exhaustive but rather dynamic. The resources provided here are continually updated as new illustrative case examples become available.

Policy and Printed Document: This page contains the EL Roadmap Policy and the printable guidance document that, together with this web page, make up the CA EL Roadmap.

Research: This page contains research related to EL program development.

CA EL Roadmap Principles: These pages contain information on each of the principles and illustrative examples demonstrating each principle in action.

Characteristics of Examples: This page describes the characteristics of examples for inclusion in the CA EL Roadmap.

Illustrative Case Examples: This page contains illustrative case examples from the field that illustrate the CA EL Roadmap principles and elements in action.

Crosswalk to LCAP: This page contains a crosswalk between the CA EL Roadmap principles and the LCAP state priorities.

Resources: This page contains frequently asked questions about the CA EL Roadmap and resources for LEAs and the public to use. This page includes an "At a Glance" information sheet and presentations on the CA EL Roadmap.

Communications and Updates: This page contains letters and other communications on the CA EL Roadmap. This page also includes dates and locations of upcoming regional presentations and workshops.

Archives: This page contains previous EL Roadmap information including workgroup members and meetings that were held.

Last Reviewed: Monday, April 24, 2023

# data[].attributes.attachment_link.description
Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

# data[].attributes.headline
Quality Professional Learning Standards (CDE, 2015)

# data[].attributes.subject
Quality Professional Learning Standards (CDE, 2015)

# data[].attributes.attachment_link.description
The Quality Professional Learning Standards (QPLS) present the elements of a quality professional learning system that, if well implemented, will benefit educators focused on increasing their professional capacity and performance.

# data[].attributes.headline
PL Reading: Newcomer Toolkit (US Department of Education)

# data[].attributes.subject
PL Reading: Newcomer Toolkit (US Department of Education)

# data[].attributes.headline
PL Reading: Meeting the Unique Needs of Long Term English Language Learners (Olsen, 2014)

# data[].attributes.subject
PL Reading: Meeting the Unique Needs of Long Term English Language Learners (Olsen, 2014)

# data[].attributes.body
Webinar 2: Professional Learning for Successful Implementation of the California English Language Development Standards

When: Feb 28, 2024 03:30 PM Pacific Time (US and Canada)

Register in advance for this meeting:

https://us02web.zoom.us/meeting/register/tZYpdOqprTgsG9e8jkmfl_VV4xUeRD6_06wO

Webinar 3: California English Language Development Standards Proficiency Level Descriptors

When: Mar 20, 2024 03:30 PM Pacific Time (US and Canada)

Register in advance for this meeting:

https://us02web.zoom.us/meeting/register/tZItdumhqzwjG9UwR9WyoOPc2RXjupRDOTw3

Webinar 4: California English Language Development Standards Part I: Interacting in Meaningful Ways

When: Apr 24, 2024 03:30 PM Pacific Time (US and Canada)

Register in advance for this meeting:

https://us02web.zoom.us/meeting/register/tZEpfu-qqz8qH9KMWBKkiYNeyXa78vR-yuTU

Webinar 5: California English Language Development Standards Part II: Learning About How English Works

When: May 22, 2024 03:30 PM Pacific Time (US and Canada)

Register in advance for this meeting:

https://us02web.zoom.us/meeting/register/tZAoc-2urj4sGtKC6_C8VJtVa869vmcJfLP6

# data[].attributes.attachment_link.title
GUHSD English Learners Programs - Activities & Lessons