Finding professional learning (PL) that has tangible impact on teacher practice and student outcomes can feel like searching for a raindrop in the ocean. If you’re drowning in options, how can you identify programs that will genuinely transform teaching and learning in your school or district?
Recent research on a PL initiative called Teacher as Researcher offers insights into some key elements of effective PL. This blog explores what has made this program successful and how that can inform what factors to look for when selecting PL opportunities for your staff.
The power of teachers as researchers
Instructional Improvement Cycle
Teacher as Researcher, developed by Marzano Research, is making waves in South Carolina and beyond. This program equips participating teachers with tools and resources, personalized coaching, research design workshops, and hands-on research cycles to help them:
- Select an evidence-based instructional strategy
- Design a research cycle to evaluate its effectiveness in their unique classroom context
- Collect and analyze data
- Reflect on their findings
- Make instructional shifts accordingly
This approach offers an easy-to-implement Instructional Improvement Cycle that allows teachers to quickly make instructional shifts according to classroom data to boost student learning and outcomes.
The data speaks: Evidence of impact
Click to explore the infographic
While all PL programs claim to positively impact teachers and subsequently learners, not all have the numbers to back it up. But the team behind Teacher as Researcher has a strong commitment to and a rigorous process for evaluating and tracking its measurable outcomes—a green flag for any PL option you’re considering.
A recent statewide evaluation of Teacher as Researcher in South Carolina reveals data on what makes the initiative effective:
- Increased Teacher Efficacy: Employing the widely-used Teachers’ Sense of Efficacy Scale or TSES (Tschannen-Moran & Woolfolk Hoy, 2018), researchers found participants’ efficacy, or self-confidence in their instruction scores rose from an average of 6.9 to 7.8 on a 10-point scale (Scott et al., 2024). This statistically significant increase paralleled participants’ qualitative feedback about increased confidence and agency (Scott et al., 2024). As detailed in Scott et al. (2024), other studies have shown teacher efficacy is highly correlated with improved student outcomes and improved job satisfaction, which is linked to teacher retention.
- Increased Capacity and Knowledge: The evaluation found a statistically significant increase in participants’ capacity to use data and evidence-based strategies to improve instruction (Scott et al., 2024). Other research associates effective teacher data use with positive results for students, as discussed in Scott et al. (2024).
- Immediate Classroom Impact: Teachers reported seeing immediate impacts in their classrooms. One participant noted: “I was able to dive deeper into what an instructional strategy is and how the things I have been doing already are actually strategies that I can refine and do with more purpose and intent” (Scott et al., 2024). As another put it, “I was able to interpret my results and reflect on what led to them” (Scott et al., 2024).
Read the full evaluation brief.
Takeaways for selecting professional learning
The characteristics of Teacher as Researcher illustrate some of the main components that contribute to effective programs and can guide education leaders in making informed decisions about PL investments. Keep these questions in mind as you consider PL opportunities for your staff:
- Does it support teachers as professionals?
The success of Teacher as Researcher underscores the importance of treating teachers as capable individuals who can drive their own learning and improvement. Look for programs that provide educators with the means to grow in self-guided learning, leadership, agency, and confidence. - Does it foster collaboration and reflection?
Prioritize programs that include frameworks and allotted time for teachers to reflect on their practice, as well as share their insights and collaborate. This approach fosters powerful collective growth and a vibrant professional learning network. - Does it have longevity?
Consider the long-term impacts on teacher effectiveness and student achievement when evaluating PL possibilities. Is the program explicitly designed to enable ongoing continuous improvement after the program ends? Look for options that offer clear, practical pathways and resources for sustaining upward growth. - Does it offer research-backed content?
Effective PL is backed in research—for example, Teacher as Researcher’s Instructional Improvement Cycle (Cherasaro et al., 2015). Verify that the curriculum, resources, and tools are supported by evidence. - Does it have data to support claims of effectiveness?
A quality PL program will have information available that quantifies effectiveness in some way. A handful of qualitative testimonial quotes from participants is a good start, but keep an eye out for hard data related to the program’s tangible impact as well. - Does it align with district goals?
A large part of Teacher as Researcher’s appeal for school and district leaders is its implementation flexibility and options for focusing on particular goals. Choose PL programs that can be tailored to your school/district schedule and support your specific district initiatives and priorities. This alignment ensures that your PL investment directly contributes to your overall educational objectives.
A catalyst for sustainable continuous improvement
As you evaluate potential professional learning opportunities for your staff, consider how they measure up to the standards set by high-quality programs like Teacher as Researcher. By asking these questions and prioritizing these components, you can select PL programs that will truly transform instruction and, in turn, create measurable improvements in student learning.
Where to go from here
If you’re interested in the Teacher as Researcher approach, we invite you to explore how this PL initiative can align with your school or district’s goals and professional learning needs. Learn more about bringing Teacher as Researcher to your staff.
Sources
Cherasaro, T. L., Reale, M. L., Haystead, M., & Marzano, R. J. (2015). Instructional improvement cycle: A teacher’s toolkit for collecting and analyzing data on instructional strategies (REL 2015–080). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central.
Marzano, R. J., Parsley, D., Gagnon, D. J., & Norford, J. S. (2020). Teacher as researcher. Marzano Research. https://www.marzanoresearch.com/wp-content/uploads/2021/06/Teacher-as-Researcher-White-Paper-1.pdf
Scott, C., Tedeschi, S., & Wolfe, C. (2024). BRIEF: Empowering teachers as researchers in South Carolina. Marzano Research. https://marzanoresearch.com/wp-content/uploads/2025/01/SC_Empowering-Teachers-as-Researchers_BRIEF-for-Stakeholders.508.pdf
Tschannen-Moran, M., & Woolfolk Hoy, A. (2018). Teachers’ sense of efficacy scale. EdInstruments. https://edinstruments.org/instruments/teacher-sense-efficacy-scale-tses
