Adult learners are motivated to risk learning new behaviors when they believe that they have control over the learning situation and are free from threat of failure. Organizational health including factors such as social climate, trust, open communication and peer support for change in practice influence the success of professional development programs. The school district has the primary responsibility for the resources and training necessary for a school staff to implement new programs and improve instruction. The school principal is the instructional leader and needs to support the continued use of new practices and programs in a school. Significant improvement in educational practice takes considerable time and is the result of systemic, long-range staff development.
Professional growth requires personal and group commitment.
Educators vary widely in their professional competencies, readiness and approaches to learning. Effective professional development programs must be based upon research, theory and the best education practice. The school must be supportive of district goals and philosophies while offering site-based professional development programs. Site-based workshops as well as external training activities will be made available to all beginning teachers in order to enhance this process. In Stage 2, teachers will also begin to pursue individual goals and needs for professional development - some through programs in the district and some through their efforts outside the district.