At the heart of this approach is a deep-seated respect for teachers and an emphasis on building strong relationships and solid, straightforward communication. Those at the district level view teachers and principals as capable professionals and value their input. Several advisory committees have been formed through which teachers have a voice in district decisions. Site visits have evolved from obligatory drop-bys with little communication to visitations that include all stakeholders, including parents and students, and candid discussions regarding both progress and challenges. The district's philosophical commitment to professional development is backed up by real dollars.
Teachers play an integral part in planning their own professional development.
And this involvement yields more than the obvious benefits. Of course, teachers acquire new knowledge and skills in development activities. But, in determining what sort of professional development would be helpful, they improve their ability to analyze their students' needs and their own needs as their students' teachers. But Harrison believes it's imperative for teachers to learn how to identify their own, as well as their students', needs. Although it would be easier to do it yourself, they need to learn to dress themselves.