Introduction
In this installment of our “Interview with a Researcher” blog series, we explore the key findings from two recent reports by the Michigan Virtual Learning Research Institute (MVLRI): Evaluating Professional Learning Course Offerings and Educator Engagement and Maximizing Professional Learning through Educators’ Perceptions of Utility and Self-Efficacy in Pedagogy-Focused Courses. We sat down with Dr. Kelly Cuccolo and Christa Green, the team behind these studies, to discuss the findings and implications that can help both educators and administrators optimize professional learning.
Research Findings and Implications
What motivated the research behind evaluating professional learning course offerings and educator engagement?
Professional learning is a critical component in the continuous development of educators. However, not all professional learning experiences are created equal. Our motivation was to dig deeper into the effectiveness of these offerings—are they meeting the needs of educators? Are they engaging enough to facilitate real change in teaching practices? Through this research, we wanted to provide insights that can help improve the quality and impact of professional learning programs.
Your reports highlight specific metrics used to evaluate course offerings. Can you elaborate on these metrics?
Certainly! We employed a variety of metrics to evaluate the course offerings, including course completion rates, educator satisfaction, and the perceived relevance of course content to educators’ day-to-day classroom needs. Additionally, we analyzed engagement levels during the courses through metrics such as assignment completion rates and intention to apply course content in practical settings. These metrics provide a comprehensive picture of how effective and engaging professional learning courses are for educators.
Your research shows that many courses taken by educators didn’t count toward their license renewal or recertification. What were the main motivations for educators enrolling in these courses?
Interestingly, our research found that the majority of professional learning courses taken were non-SCECH bearing, meaning they didn’t directly contribute to educators’ license renewal or recertification. Despite this, the most frequently reported motivation for taking these courses was that it was required—42.8% of educators enrolled because their school administrators mandated it. This suggests that while state standards might not drive course enrollment, local administrative requirements play a significant role in educators’ participation.
How did the requirement of courses impact educators’ satisfaction levels?
The data revealed a notable connection between course requirements and educator satisfaction. Among those who reported being unsatisfied with their course, 59.1% had enrolled because either the PD in general or the specific course was required. This finding highlights the potential importance of offering educators more agency over their professional learning choices. When educators feel that they have a say in their learning journey, satisfaction—and likely engagement—tends to be higher.
Your study also found differences in completion rates between SCECH and non-SCECH courses. Could you elaborate on that?
Yes, the completion rate for courses overall was just above 50%, but we observed that SCECH courses had a slightly lower completion rate (47.4%) than non-SCECH courses (52.5%). Notably, SCECH courses had a higher drop rate (34.9%) than non-SCECH courses (11.9%). There could be many reasons for this finding. We observed a pattern where the more courses educators enroll in, the more likely they are to drop. It’s possible educators are enrolling in several SCECH courses and later pruning their selection to meet their needs.
Based on your findings, what elements of professional learning courses do educators find most valuable and engaging?
Educators indicate they value engaging course elements that provide practical, real-world examples. The top three most useful and valuable elements were video/audio, readings, and pedagogical scenarios. These elements help educators envision how to apply new skills in their classrooms. This underscores the importance of including relevant examples and opportunities to apply new skills within professional learning, as research suggests this positively benefits educators—and is something they want.
What do your findings suggest about the importance of self-efficacy and reflection in professional learning?
Self-efficacy—the belief in one’s ability to succeed—is crucial. Most educators reported feeling confident in their ability to apply course content, with just under half planning to use it directly in their classrooms. After completing their courses, many also believed strongly in their role as reflective practitioners, which is a positive sign since self-efficacy is associated with better teaching outcomes and job satisfaction. Our findings underscore the importance of reinforcing educators’ confidence and providing opportunities for reflection within professional learning courses.
How can education leaders use these insights to improve professional learning offerings in their districts?
Education leaders can use these insights to better tailor professional learning course offerings to meet the needs and preferences of their educators. These findings suggest that providing more agency in course selection, ensuring that courses are engaging and relevant, ensuring courses are supported by relevant and accessible resources, and focusing on building educators’ self-efficacy could all contribute to more effective professional learning experiences. By prioritizing these elements, leaders can create professional development experiences that engage educators and drive real improvements in teaching practices and student outcomes.
Final Thoughts
The findings from these reports highlight the complex motivations behind educators’ participation in professional learning and the critical role of engagement and self-efficacy. The findings also underscore the importance of continuously evaluating and refining professional learning programs. By focusing on these elements, education leaders can enhance the effectiveness of professional development and better support educators in their continuous growth.
