Building capacity through instructional coaching.
Much of the PL for teachers are one-off days in the belief that by sending teachers on these training days, schools are building teacher capacity. However, research findings tell us a different story. Joyce and Showers, in their research in 2002, identified that although one-off Professional Learning days for teachers can build up to 60% skill knowledge, there is only an estimated 0-5% transfer into instructional practices in the classroom when teachers are trained in this way.
In contrast, when Professional Learning includes theory, demonstration, practice with feedback, followed by ongoing peer coaching and support, there is a 95% rate of transfer into classroom teaching.