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“Studies that had more than 14 hours of professional development showed a positive and significant effect on student achievement from professional development. The three studies that involved the least amount of professional development (5–14 hours total) showed no statistically significant effects on student achievement.2”


“One of the greatest points of leverage for improved performance is the investment a state, district, or school makes to ensure that teachers are well prepared. Return on investment can take the form of both increased teacher performance and increased retention of high performing teachers. Programs that are both innovative and designed to achieve long-term increases in educational productivity include those that focus their training model on the key competencies that are necessary for teachers to attain to be effective in the classroom, and use a focus on student outcomes to continuously refine and improve their training. Such models may include residencies or other programs offering a rigorous, clinical experience.3“


The NYC Department of Education and CAT have understood this since the outset of the Initiative and continue to be committed to New York City students receiving the highest level of education. This partnership is instrumental in achieving that goal. It provides greatly needed support for hundreds of teachers in scores of NYC schools, and it demonstrates a vital commitment to ensuring that their students receive immediate and long-term benefits.


2 http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf


3 http://www.ed.gov/oii-news/teacher-professional-and-career-development - US Dept of Education: Teacher Professional and Career Development


2011-12 Final Report CAT - NYC DOE OECE – Interactive Storytelling Professional Development Page 5


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