Improved teaching is most likely to occur within a supportive, collaborative context that allows sufficient time for understanding of new ideas and approaches. The most effective staff development programs are part of the daily life of each school's faculty and focused on evidence for student learning and remedies for insufficient progress. Increasing teacher expertise and effectiveness should be continuous and promoted in interaction with students, peers, and mentors. Activities such as these may be used to best advantage if the goals and content of professional development in early literacy are clearly articulated to and by the entire community. Student standards, curricular frameworks, textbooks, instructional programs and assessments are closely aligned with one another.
Professional development is given adequate time and takes place in school as part of the workday.
The expertise of colleagues, mentors, and outside experts is accessible and engaged as often as necessary in professional development programs. Strong instructional leadership is present. There is commitment to a long-range plan with adequate funding. Self-evaluation is part of an individual professional development plan. After initial concentrated work, follow-up consultation and classes are offered.