An interim legislative study in Oklahoma concluded that the state's current approach to teacher professional development may not be producing the intended results, lawmakers said.
Rep. Tammy West, a former school board member, led the study examining whether districts and educators were conducting meaningful professional development work. Educators told the committee that current requirements often lack follow-up and adaptation to local needs.
Stephen Walden, a social studies teacher at Tahlequah High School, said effective professional development must be "actionable" and "relevant" to teachers' needs, not a one-size-fits-all approach.
Dr. Katy Green, executive director of education effectiveness and professional development for Tulsa Public Schools, told lawmakers that simply tracking hours completed does not demonstrate whether professional development was effective. She said districts need to evaluate whether teachers valued the training, changed their classroom practices, developed new knowledge and skills, and whether improvements connected to student outcomes.
Tulsa Public Schools can reach the state's 150-hour five-year professional development requirement through its normal calendar, Green noted, raising questions about whether mandates are necessary. Administrators from Broken Arrow Public Schools described using instructional coaching, classroom observation, and model classrooms to help teachers apply what they learn, rather than relying on isolated professional development days.
The study also examined the potential for regional education service centers to make resources more accessible across the state. West said the study confirmed concerns about the current approach and identified areas warranting further examination.