[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601973-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-601973-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","education-policy-analysis-archives-28-111-an-integrative-approach-to-professional-development-to-support-college-and-career-readiness-standards","Education Policy Analysis Archives - 28 - 111 - An Integrative Approach to Professional Development to Support College-and Career-Readiness Standards","","Professional development (PD) is widely treated as a core mechanism for implementing education policies that require teacher change, and effective PD is typically expected to be content-focused, active, collaborative, coherent, and sustained. Yet applying this framework to college-and career-readiness (CCR) standards has produced mixed outcomes. This qualitative study uses structured interviewing to examine how district leaders across five states adapt PD features to meet mandated policy demands and to support CCR standards-based learning.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/education-policy-analysis-archives-28-111-an-integrative-approach-to-professional-development-to-support-college-and-career-readiness-standards/601973/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/education-policy-analysis-archives-28-111-an-integrative-approach-to-professional-development-to-support-college-and-career-readiness-standards/601973.png","ImageObject",300,407,{"name":42,"@type":43},"CatatanPagi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What challenge does the paper address regarding CCR standards?","Question",{"text":62,"@type":63},"CCR standards alone cannot accelerate student outcomes, so teachers need professional development that supports implementing the standards’ rigorous teaching and learning expectations.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What PD features does the study investigate?",{"text":67,"@type":63},"The study considers how PD is adapted to be content-focused, active, collaborative, coherent, and sustained, while meeting demands of a mandated educational policy.",{"name":69,"@type":60,"acceptedAnswer":70},"How did the authors examine implementation across states?",{"text":71,"@type":63},"They used structured interviewing methods to explore how district leaders across five states implement CCR standards by creatively adapting and integrating features of the PD framework.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601973,1792460610,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","education policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nVolume 28 Number 111 August 3 , 2020  \nArizona State University  \nISSN 1068-2341  \nAn Integrative Approach to Professional Development to Support College-and Career-Readiness Standards1  \nKatie Pak  \nUniversity of Pennsylvania  \nLaura M. Desimone  \nUniversity of Delaware  \n&  \nArianna Parsons  \nUniversity of Pennsylvania  \nUnited States  \nCitation: Pak, K., Desimone, L. M., & Parsons, A. (2020). An integrative approach to professional development to support college-and career-readiness standards. Education Policy Analysis Archives, 28(111). [https://doi.org/10.14507/epaa.28.4970](https://doi.org/10.14507/epaa.28.4970)  \nAbstract: Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed  \n1 This research was supported in part by Grant R305C150007 from the Institute of Education Sciences in the U.S. Department of Education to the University of Pennsylvania. The content is solely the responsibility of the author and does not necessarily represent the official views of the Institute of Education Sciences or the U.S. Department of Education.  \nstructured interviewing methods to explore how district leaders across five states are implementing college-and career-readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.  \nKeywords: College-and career-readiness standards; standards-based reform; professional development; district leadership  \nUn enfoque integrador para el desarrollo profesional para apoyar los estándares de college and career readiness  \nResumen: Aunque los académicos coinciden en que el desarrollo profesional (PD) es un mecanismo clave para implementar políticas educativas que exigen un cambio de docentes, y que la PD generalmente debe estar centrada en el contenido, activa, colaborativa, coherente y sostenida, la aplicación de este marco ha dado resultados mixtos. En este estudio cualitativo, empleamos métodos de entrevista estructurados para explorar cómo los líderes de distrito en cinco estados están implementando estándares de college and career readiness (CCR) en los Estados Unidos mediante la adaptación e integración creativas de lascaracterísticas de este marco de DP para cumplir con el demandas de esta política educativa obligatoria. Ilustramos un modelo revisado de cómo 70 funcionarios del distrito están conceptualizando estas características de PD para apoyar el aprendizaje basado enestándares CCR.  \nPalabras-clave: estándares de college and career readiness; reforma basada en estándares; desarrollo profesional; liderazgo del distrito  \nUma abordagem integrativa ao desenvolvimento profissional para apoiar os padrões de college and career readiness  \nResumo: Embora os estudiosos concordem que o desenvolvimento profissional (PD) é um mecanismo essencial para a implementação de políticas educacionais que exigem mudança de professor, e que a PD geralmente precisa ser focada em conteúdo, ativa, colaborativa, coerente e sustentada, a aplicação dessa estrutura Você produziu resultados mistos. Neste estudo qualitativo, empregamos métodos estruturados de entrevista para explorar como os líderes distritais de cinco estados estão implementando os padrões de college and career readiness (CCR) nos Estados Unidos, adaptando e integrandocriativamente os recursos dessa estrutura de PD para atender às exigên cias dessa política educacional obrigatória. Ilustramos um modelo rev","cbCaito4MCthNWZf","https://ap.wps.com/l/cbCaito4MCthNWZf","pdf",431505,27,"English","# Introduction\n## Standards-based reform and CCR standards\n## Why PD is required beyond CCR standards\n# Method and evidence (abstract-derived)\n## Structured interviews across five states\n## District officials’ revised PD model","[{\"question\":\"What challenge does the paper address regarding CCR standards?\",\"answer\":\"CCR standards alone cannot accelerate student outcomes, so teachers need professional development that supports implementing the standards’ rigorous teaching and learning expectations.\"},{\"question\":\"What PD features does the study investigate?\",\"answer\":\"The study considers how PD is adapted to be content-focused, active, collaborative, coherent, and sustained, while meeting demands of a mandated educational policy.\"},{\"question\":\"How did the authors examine implementation across states?\",\"answer\":\"They used structured interviewing methods to explore how district leaders across five states implement CCR standards by creatively adapting and integrating features of the PD framework.\"}]","Education Policy Analysis Archives - 28 - 111 - An Integrative Approach to Professional Development to Support College-and Career-Readiness Standards | PDF",1792093797,68]