Nothing less will get the job done. Staff development leaders must make certain there is a logical, causal chain between the content of teacher learning and the intended student outcomes. Staff development leaders should be able to explain in simple terms, supported by research whenever possible, the link between what teachers are learning and the improved academic performance of students. Unfortunately, a great deal of staff development content cannot pass this test. School boards and superintendents should not expect scientific proof that staff development is the sole cause of improved student learning.
Expectations do affect performance.
Policy makers and taxpayers have a right to expect a return on their investment in staff development. And staff development leaders have an obligation to ensure that resources are invested wisely and to provide evidence that the staff development has made a difference in student learning.