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.