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This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students’ curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers’ capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals.

Teaching. --- Educational policy. --- Education and state. --- Curriculums (Courses of study). --- Education—Curricula. --- Educational sociology . --- Education and sociology. --- Educational sociology. --- Teaching and Teacher Education. --- Educational Policy and Politics. --- Curriculum Studies. --- Education Policy. --- Sociology of Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Training --- Aims and objectives --- Curricula --- Government policy --- Teaching and Teacher Education --- Educational Policy and Politics --- Curriculum Studies --- Education Policy --- Sociology of Education --- open access --- large scale professional development programs --- Teacher education and deeper learning --- Teacher education and twenty first century skills --- supporting teacher knowledge development --- supporting teacher pedagogical development --- designing teacher professional development --- implementing teacher professional development --- National education reforms and teacher professional development --- Comparative teacher education --- Mastery Math reform in England --- District based teacher professional development --- Teacher professional development in Colombia --- Teacher Professional development Mexico --- Teacher professional development in India --- Teacher professional development in Cambodia --- Teacher professional development in USA --- Teacher training --- Educational strategies & policy --- Curriculum planning & development --- Central / national / federal government policies --- Social research & statistics --- Teachers --- Training of. --- Curricula. --- Teacher education --- Teachers, Training of