Impact of Instructional Alignment Workshop on Teachers’ Experience with and Beliefs on State Standards
Keywords:
instructional alignment, state standards, professional development, instructional alignment, lesson plan alignment, professional development, state standards, standardized assessmentAbstract
In a school district in Florida, student performance from 2011
to 2017 had been inconsistent from year to year across all grade levels, as
measured by the state’s standardized assessments. Instructional
misalignment to state standards is deemed a significant cause. The
purpose of this study was to examine the extent to which teachers’
experiences were affected and beliefs about instructional alignment
changed after they receive a professional development workshop on
instructional alignment. The professional development was expected to
expand teachers’ understanding of (a) lesson plan alignment, (b) the
value of alignment between state standards and the standardized
assessment and instruction, and (c) the best instructional practices that
can be aligned with the state standards. Designing a professional
development program on instructional alignment and utilizing crosssectional surveys to obtain changes on 41 teachers’ perceptions before
and after the training, results indicated that the professional
development workshop has a positive impact on teachers' experiences
and beliefs on aligning instructions with state standards. Given this,
more schools especially in Florida, are recommended to implement
professional development programs to aid teachers in designing their
lesson plans to make sure that the instructional practices they will
engage in, as well as the tests they will give, are aligned with state
standard.
https://doi.org/10.26803/ijlter.18.1.8
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