Enhancing Middle School Student Health and Education Outcomes through Professional Development of Teachers

Introduction: School connectedness and student engagement lead to improved health and education outcomes. This study describes implementation of a teacher professional development (PD) program designed to improve these factors; presents process evaluation findings; and describes changes in classroom practices over one school year. The PD program consists of training, observation, feedback, and coaching of teachers. It provides developmental knowledge and best-practice classroom teaching strategies for connecting with and engaging all students.

Methods: This mixed-methods study uses data from year one of a 3-year comparative effectiveness trial of a teacher PD program and an evidence-based social emotional learning (SEL) curriculum. Of the three participating middle schools, one receives PD+SEL, one PD only, and one SEL only. Data on teacher satisfaction were collected via survey and an end-of-year reflection paper. Observations (n = 210) of core subject 6^th grade teachers were gathered by research staff trained in the Framework for Teaching (FFT) classroom observation tool, comprised of 10 constructs that measure classroom environment (e.g., establishing a culture of learning) and instruction (e.g., communication with students). Inter-rater reliability was 0.74-0.97. Reflection papers were analyzed for key themes, and ANOVAs compared means of classroom observation scores across schools and time points.

Results: For the two schools receiving PD, teachers participated in a 3-day summer institute, 7 booster sessions, 4-team coaching and 4-individual coaching sessions. Teacher satisfaction ratings were high, with the summer institute cited as the most beneficial component. Limited time for planning classroom application following the training sessions was reported as the biggest challenge. Baseline differences in scores for classroom environment and instruction reflect differing school and teaching climates, and may affect how much change in teaching practice could be observed during a school year. For example, at the beginning of the year PD+SEL teachers scored higher than the PD-only teachers on environment (3.06 vs. 2.45; p<.01); and higher than the SEL-only teachers on instruction (2.68 vs. 2.26; p=.01). Mean scores for classroom environment and instruction increased from beginning to end of the school year for teachers in all 3 schools, however the mean for instruction increased significantly only in the PD-only school (2.36 to 2.71; p=.04).

Conclusions: Findings suggest that on-going PD supporting the implementation of new strategies and skills garners high teacher satisfaction, and may improve the classroom environment and instruction. Future research will assess whether the program leads to improved student health and academic behaviors.