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[http://dx.doi.org/10.22596/erj2019.04.01.1.13](http://dx.doi.org/10.22596/erj2019.04.01.1.13)  \nArticle  \nImpact of Instructional Alignment Workshop  \non Teachers’ Self-Efficacy and Perceived Instruction Performance  \nRaul Andres Baez-Hernandez 1   \nSubmitted: February 09, 2019; Accepted: May 30, 2019; Published Online: July 31, 2019  \nAbstract  \nThe extent to which teachers’ level of efficacy and quality of instructional performance changed after they received a professional development workshop on instructional alignment was unknown, Therefore, this researcher focused this inquiry on teachers in a Florida school district, investigating how professional development on standards and assessment alignment would impact teachers’ self-efficacy level in writing lesson plans. Results indicated that teachers' level of efficacy and quality of instructional performance, measured as their beliefs on how alignment can benefit their students and improve how they write lesson plans, showed overall improvement after undergoing professional development. These findings can be used to initiate positive social change, starting with the field of education. The results benefit both teachers and students, as well as administrators and school districts. State and federal policymakers can also benefit from this evidence regarding the positive impact of professional development on improving instructional alignment.  \nKeywords: Instructional alignment, Professional development, State standards, Teacher self-efficacy, Instructional performance  \nIntroduction  \nThe alignment disparity among state standardized assessments has been the focus of multiple research efforts, with researchers concluding that instructional alignment is a key factor affecting student learning (Polikoff, 2012a, 2012b) . A strong alignment between the state standards and the state assessments is required for valid assessments of student knowledge. If a state does not achieve high alignment between the assessment and the standards, then the alignment between instruction and the standards could be compromised (Carr-Chellman, 2015; Coburn, Hill, & Spillane, 2016) .  \nThe Every Student Succeeds Act (ESSA, 2015), hinged on the theoretical approach of standardsbased instructions. Both the ESSA (2015) and the earlier No Child Left Behind Act (NCLB, 2002) were designed to achieve nationwide academic proficiency. The measures introduced the alignment necessity  \n* CONTACT Raul Andres Baez-Hernandez, [Rbaez501@gmail.com](Rbaez501@gmail.com)  \n1 Nova Southeastern University, College of Education, Florida, US [ 0000-0002-6453-9393]  \namong standards, content, and instruction as a venue for improving learning gains on standardized assessments. Fundamentally, the NLCB (2002) Act authorized various federal education programs that are administered by the states. It also reauthorized the 1965 Elementary and Secondary Education Act. With NCLB (2002), states are required to test students in the subjects of reading and math from grade 3 to 8 and when they enter high school. The federal law provided additional funding or educational assistance for poor children, aimed at fostering improvements in their academic progress. Although ESSA (2015) reduced or eliminated many of the requirements of the NCLB (2002), the legislation maintained requirements for standardized assessments, and for content standards to be developed by states and implemented by districts and school.  \nThe ESSA (2015) maintained one of the four basic education reform principles of the NCLB (2002) . These principles were developed to apply teaching methods that show improvement in students once the states developed mandatory standards and assessment. Student proficiency on state standards is part of the educational accountability requirement. The measure of teachers’ instructional alignment with state standards and assessments could be the most significant indicator ","cbCaiclbwKYMLAUn","https://ap.wps.com/l/cbCaiclbwKYMLAUn","pdf",379395,13,"English","# Abstract\n# Introduction\n## Standards and assessment alignment disparities\n## ESSA and NCLB policy context\n## Teacher instructional alignment and student learning","[{\"question\":\"What question did the study investigate?\",\"answer\":\"The study examined how teachers’ self-efficacy and perceived instructional performance changed after receiving a professional development workshop focused on instructional alignment.\"},{\"question\":\"Where did the study take place and who were the participants?\",\"answer\":\"The inquiry focused on teachers in a Florida school district.\"},{\"question\":\"What did the results show after the instructional alignment workshop?\",\"answer\":\"Teachers showed overall improvement in efficacy and instructional performance, reflecting stronger beliefs that alignment benefits students and improves how they write lesson plans.\"}]","Education Reform Journal Volume 4 Number 1 - Impact of Instructional Alignment Workshop - on Teachers’ Self-Efficacy and Perceived Instruction Performance | PDF",1792093678,33]