There is active discourse between the school and district level leaders that shape how professional development in interpreted at the school level. In the 1999-2000 school year, the leadership study, in collaboration with six graduate researchers from the Danforth Educational Leadership Program expanded this ongoing inquiry in order to address further research questions. The theme is sustainability. Based upon the comments that respondents wrote, and the frequency count, these are all directly linked together. Most schools are working collaboratively to do this.
Some school districts allow schools to be innovative in how they address state reform.
Comments from respondents indicated that the major need of funding was to supply time for collaboration, for planning together, and for working together as a team. A less visible theme that emerged was that of leadership, both principal and teacher centered. It's more about sharing and working together. The most cited factor was resources, i.e., the time, money, and expertise in order to align the school's project to locally determined need, district direction, and state reform mandates. This school has been engaged in the ongoing use of Cognitive Coaching as a strategy for teacher professional development.