Professional development builds the capacity of educators to engage in school-centered renewal. Partners engage in critical social inquiry concerning school and teacher practices. Partners share examples of critical social inquiry regarding their school and the broader community of which it is a part. School and university-based educators use reflective practice in order to grow professionally. The results of such reflection are used to inform school practice and educator preparation.
Partners use the partner school as a setting for scholarly examination of professional practice.
Partners conduct inquiry in accordance with norms of scholarly research, including review by and discussion with colleagues. Results of scholarly inquiry at the partner school are disseminated through such vehicles as conference presentations, scholarly journals, videotapes, professional development workshops, and infusion into college curricula. Representatives from each setting within the NNER publish scholarly examinations of professional practice conducted by school and university-based educators at partner schools. Necessary and sufficient support is provided for professional development, including time, peer support, and opportunity for reflection. Collaborative work engaged in by all partners will be weighted equitably in connection with all personnel decisions including compensation.