Most educators agree on the importance of continuing professional development
programs. Recent studies from the National
Education Association, the U.S.
Department of Education, and the National
Commission on Teaching & America's Future suggest that on-going professional
development is critical for teachers to meet the challenges of a growing
and diverse number of students. Despite a general consensus on the need
for professional development programs, questions remain on how school
systems should implement and fund these programs.
Building Professional Development Programs
Building successful professional development programs requires a joint
effort among schools, communities, and educational policymakers. Schools
can serve as the primary place for continuing professional development.
By expanding the role of teachers to include increased teacher-teacher
interactions, peer reviews, and teacher research, schools take the first
step toward integrating professional development programs into the daily
activities of educators.
The Mathematics Renaissance Initiative in California demonstrates how
expanded teacher roles form the basis for successful professional development
programs. Throughout the year, over 1,600 teachers meet to discuss curriculum,
analyze classroom experiences, and learn about alternative teaching methods.
Peer review of class instruction supplements group meetings. Project leaders
observe teachers and discuss suggestions for improved teaching. The Mathematics
Renaissance Initiative provides a forum for teachers to share their experiences
and work together to solve the problems they face in the classroom. In
addition to expanded teacher roles, educators can draw on community resources.
Many public schools have formed networks with local universities and college
departments of education. These professional development schools offer
a reciprocal exchange between teachers, student-teachers, and individuals
who develop educational policies. All participants in professional development
schools stand to gain from working together. Departments of Education,
often criticized for emphasizing theory over practice, gain access to
the insights of practicing educators. Teachers use college campuses for
workshops, seminars, and educational instruction. Student-teachers gain
invaluable clinical instruction by teaching classes and discussing real-life
classroom situations.
The popularity of these professional development schools is likely to
increase as policymakers implement standards and assessment tools for
their performance. According to Ismat Abdal-Haqq, coordinator of The
Clinical Schools Clearinghouse, " the most significant trend emerging
in professional development schools is the trend toward accountability."
If these programs are to remain strong, they must find a way to assess
their impact on student performance.
Professional development efforts also require continued legislative
support from policymakers. With the passage of the Improving
America's Schools Act of 1994 and Goals
2000: Educate America Act of 1994, Congress and the President have
made on-going teacher development a clear priority for education reform.
Educators can expect these policy trends to continue as more local school
districts revise re-certification requirements to include some form of
on-going teacher development.
Funding Professional Development Programs
Whichever path a community takes to build a professional development
program, funding the program remains a constant concern. The vast majority
of local school districts cannot allocate additional funds to professional
development programs. Communities are forced to examine potential private
and public funding sources. Ellalinda Rustique-Forrester, an educator
and researcher at The
National Commission on Teaching & America's Future, recommends that
schools form partnerships with local universities. With a partnership,
the costs and resources of teacher development programs are shared. Several
educational organizations have contributed to the development of these
partnerships with grants. The
National Foundation for the Improvement of Education (NFIE) recently
announced the award of 16 grants to fund professional development programs.
Communities can also find financial support from the U.S. Department
of Education which sponsors a number of programs to fund
professional development under the Eisenhower Professional Development
Program, Title III of Goals 2000, the Comprehensive Technical Assistance
Centers, and the basic program of Title I.
In an effort to reduce uncertain financial futures, many professional
development schools will seek to make professional development efforts
part of annual school budgets.
Related Resources
What Matters Most: Teaching for America's Future, National Commission
on Teaching & America's Future, September 1996.
Mathematics Renaissance
Ventura County Superintendent of Schools Office
570 Airport Way
Camarillo, CA93010-8500
(805) 388-4420
National Council for Accreditation of Teacher Education
2010 Massachusetts Avenue, N. W., Suite 500
Washington, DC20036-1023
(202) 466-7496
Professional Development Schools Network
National Center for Restructuring Education, Schools, and Teaching
Box 110, Teachers College,
Columbia University
New York, NY10027
(212) 678-3497
