The effectiveness of teacher training in the U.S. is under scrutiny, as new research suggests that increased spending on professional development (PD) has not led to improved student outcomes. According to the Education Scorecard report, a decline in student achievement began around 2013, well before the pandemic. The report, conducted by economists from Dartmouth, Harvard, and Stanford, notes that reading and math scores for grades 4 and 8 had shown significant gains between 1990 and 2015 but began to fall afterward.
Two potential factors are highlighted as contributing to this downturn: the rollback of federal accountability measures post-No Child Left Behind and the growing influence of social media on school-aged children. However, the study does not identify these issues as definitive causes, instead acting mainly as a diagnostic tool.
Despite this decline, PD spending has remained robust, with estimates suggesting districts allocate approximately $18,000 per teacher annually. This spending has not diminished even as student performance has slipped, prompting experts to question the nature of the training being funded.
Traditional PD methods, such as workshops, conferences, and online modules, are identified as insufficient by themselves for fostering substantial change in classroom practice. Effective PD requires comprehensive follow-up interactions, such as coaching conversations, in order to enhance educational approaches within classrooms—a point backed by longstanding research.
Districts are challenged to reassess their approach to teacher training. The conversation has shifted towards the quality and type of PD rather than questioning its necessity. Implementing coaching and ongoing support after initial training is emphasized as crucial, as demonstrated by the District of Columbia Public Schools (DCPS), which has recently achieved notable improvements in reading scores by adopting specific curricula and providing teachers with stipends for specialized training.
The emergence of AI-enabled PD presents an opportunity for districts to implement continuous support at a sustainable cost, without adding financial burdens associated with additional personnel. This new approach to PD leverages technology to offer reflective and structured coaching, which can be done regularly and remotely.
As districts grapple with limited budgets and declining student performance, the focus must shift from traditional event-based professional development to ongoing, impactful educator support. The change in strategy is becoming more feasible with the advent of advanced technologies, allowing for more resource-efficient implementation of teacher training that prioritizes continuous learning and adaptation. District leaders are encouraged to consider this pivot to ensure future spending truly supports educational objectives.
Source: eSchool News
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https://www.eschoolnews.com/educational-leadership/2026/06/15/maybe-we-have-too-much-teacher-training/
