Districts participating in the LSC selected mathematics/science instructional materials consistent with their state and district standards. Many of these materials were produced in the form of modules or kits. LSC professional development sessions typically revolved around helping teachers to explore and implement the new materials. Mathematics and science content was integrated within and throughout the summer and school year sessions.
As a result of professional development experiences, teachers were more likely to use the designated instructional materials in the classroom (Heck & Crawford, 2004b). Both the extent of teacher participation in LSC professional development and the use of the district-designated instructional materials were associated with higher evaluator ratings of lesson quality (Bowes & Banilower, 2004).
Use of District-Designated Instructional Materials
by Extent of Preparation in LSC Professional Development
Findings from the core evaluation reinforce the LSC program's emphasis on having teachers implement instructional materials as they were originally designed. The more closely the lesson adhered to the instructions provided in the teacher's manual, the more likely the lesson was to be rated effective. Lessons modified by teachers rarely received high ratings. Findings were significant for both mathematics and science lessons.
Predicted Probability of a Lesson Being Highly Rated,
by Hours of LSC Professional Development and Adherence to the District-Designated Instructional Materials
The LSC Capstone Report: Lessons from a Decade of Mathematics and Science Reform
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