Model for Professional Development

Proposal Paragraph

Erin E. Peters

The proposed program is based on research stating that teachers’ voices are seldom given prominence in choices, planning and implementation (NEA, 2006; Zemke & Zemke, 1988; Showers, Joyce, & Bennett, 1987; Tallerico, 2005) and that local expertise, organizational routines and resources dictate the quality of professional development that teachers receive (Loucks-Horsley, Love, Stiles, Mundry, & Hewson, 2003; ASCD, 2006). This program addresses the problems teachers face when given little time to practice new learnings (Loucks-Horsley, 1987; North Central Regional Education Lab, 2006; Bennett, 1987) and when professional development is not integrated into teachers’ lives (Brundage, 1980; Sustainability, 2006). Many professional development activities do not differentiate among experience levels of teachers and new teachers are treated the same as teachers who have 30 years of experience (Griffin, 2002; Fullan, 1982). Since teachers operate in a more complex system that researchers can address (Little, 1986; Orlich, 1984), developing professional communities give teachers the opportunity to collaborate and develop more encompassing solutions than alone (Bradley, 1995; Glatthorn, 1987; Northwest Regional Education Lab, 2006). Professional communities situate learning in practice and relationships where teachers can learn both vertically and horizontally (Gall & Renchler, 1985; Guskey, 1985; Little, 1989; Aldrin, 2003). Collaboration also fosters teacher leadership, builds trust, develops organizational diagnostics, uses existing resources in different ways, and builds skills and confidence in teachers (Carpenter, Thomas, Blauten, Corr, & McClain, 2004; Gallimore, 2006; Sparks, 1983; Wisconsin Center for Educational Research, 2004). This program advances teacher participation in professional development, long-lasting relationships focused on deep learning, and differentiated professional development so that teachers are empowered to be life-long learners.