Lisa Didion is an assistant professor of special education at the University of Kansas. Her primary research interests include data literacy and teacher professional development (PD). Specifically, Lisa investigates progress monitoring and self-monitoring in reading interventions. She received a PhD in special education from The University of Texas at Austin and an MA in special education from Vanderbilt University. Previously, Lisa was an elementary special education teacher for students with learning, behavioral, and physical disabilities. 

Lisa co-authored the article “Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects,” which we highlight as the Research Article of the Month for August 2024. 

In this blog post, we interview Lisa to learn more about her research and experience with teacher PD and her tips for making the most of PD opportunities. 

Iowa Reading Research Center (IRRC): What is your background in teaching and education?

Lisa Didion: I was a special education teacher for six years at a Title 1 school. My research focuses on creating high-quality professional development, data-based decision-making, and promoting self-determination to improve outcomes for students with or at risk for disabilities.

IRRC: What is teacher professional development?

Lisa Didion: Teacher professional development refers to any learning opportunity provided to teachers to enhance their skills and knowledge. PD can take various forms, such as whole group sessions, coaching, professional learning communities (PLCs), small group sessions, online courses, or summer workshops. 

IRRC: How is teacher professional development typically delivered (e.g., format and length)?

Lisa Didion: PD can be delivered in numerous ways, depending on the desired format and intensity, which includes the duration of the PD sessions over time and the frequency of meetings designed to teach new skills or knowledge. On average, we tend to see PD programs last around 50 hours, and research suggests that 40 to 100 hours of PD may be most effective at improving teacher skills. However, the level of PD quality is more important than the length and format. It matters more that PD provides teachers an opportunity to be active in their learning in PD that is content-focused. 

IRRC: Can teacher professional development have a positive effect on student reading achievement? Why?

Lisa Didion: Absolutely! When teachers engage in PD that allows them to actively practice new skills, receive models, and get feedback through coaching, it can significantly improve their instructional practices. Teachers who adopt evidence-based practices can positively influence student performance, leading to improved reading outcomes. This impact is particularly strong for PD focused on skill development rather than PD focused merely on enhancing teachers' beliefs or knowledge about a topic.

IRRC: What sparked your interest in studying teacher professional development?

Lisa Didion: As a teacher, I often found myself in PD sessions that were not worth my time. The PD developers did not tailor the content to the specific needs of my school and students. I wanted support and was eager to learn new evidence-based practices to enhance my students' academic and behavioral outcomes but was disappointed by the content provided by my district. Through my research, I realized how little we understood about what makes PD effective. We are now beginning to better understand that high-quality PD involves the same instructional practices we value for students, such as active participation, modeling, feedback, and opportunities to practice.

IRRC: What are some tips you would provide school administrators on how to make teacher professional development most beneficial?

Lisa Didion:

• Relevance: Ensure that PD aligns with both district and teacher needs. It's crucial to design PD based on teachers' (and students') needs to avoid wasting time on irrelevant or already well-understood material.
• Clear learning goals: Establish clear teacher learning goals to guide the development of PD. Align these goals with specific content areas (e.g., reading, math) or skills (e.g., classroom management, data-based decision-making), and remain flexible as you learn more about teachers' needs and current performance levels.
• Coaching support: Provide coaching that includes clear models of the skills, opportunities for teachers to practice these skills with feedback, and self-reflection.
• Intensity: Research suggests it may take at least 40 hours of PD spread over time for teachers to improve their skills.
• Focus on student outcomes: Specific to reading, PD has a greater impact on student outcomes in code-focused skills (e.g., phonics, phonological awareness, fluency) than meaning-focused outcomes (e.g., comprehension, vocabulary). Teachers may need more time and support to improve their instruction in comprehension and vocabulary.
• Effective scheduling: Avoid overloading teachers with PD at the start of the school year. Instead, allow them time to prepare their classrooms, as well as collaboratively planning and goal setting. Instead, use PLC time for sustained PD and coaching support that directly addresses teachers' needs.

IRRC: Do you have any memorable professional development experiences as a teacher or as a presenter?

Lisa Didion: My favorite PD experience as a teacher was with a presenter who called herself the "Behavior Doctor." She provided dozens of classroom management strategies that I could use the very next day. It was a valuable use of my time, as I could immediately brainstorm and implement a plan in my classroom. 

This is the approach I strive to achieve in the PD sessions I deliver. I want teachers to leave with actionable goals and new skills they can start using right away. If done effectively, PD is crucial to support teachers and students for improved outcomes.