Most educators agree on the importance of continuing professional development programs. Despite a general consensus on the need for professional development programs, questions remain on how school systems should implement and fund these programs. Building successful professional development programs requires a joint effort among schools, communities, and educational policymakers.
Schools can serve as the primary place for continuing professional development.
By expanding the role of teachers to include increased teacher-teacher interactions, peer reviews, and teacher research, schools take the first step toward integrating professional development programs into the daily activities of educators. The Mathematics Renaissance Initiative in California demonstrates how expanded teacher roles form the basis for successful professional development programs. Throughout the year, over 1,600 teachers meet to discuss curriculum, analyze classroom experiences, and learn about alternative teaching methods. Peer review of class instruction supplements group meetings. Project leaders observe teachers and discuss suggestions for improved teaching.