MOTIONS - PROFESSIONAL DEVELOPMENT
November, 2006

2006:59 That NCTE adopt the following principles of Professional Development and that we use them as guiding principles in our creation of materials and resources for professional development and as material for our discussions about our professional development with external audiences. 

Principles of Professional Development

1. Professional development of teachers/faculty is a central factor leading to student success.

2. Professional development treats teachers/faculty as the professionals they are.

3. Professional development supports teachers/faculty at all levels of expertise; its value is confirmed by external validation.

4. Professional development relies on a rich mix of resources including a theoretical and philosophical base; a research base; and illustrations of good practices.

5. Professional development can take many different forms and employs various modes of engagement.

6. The best models of professional development—best in the sense of enhancing first, teacher practice leading to second, student learning—are characterized by sustained activities, by engagement with administrators, and by community-based learning.

7. Professional development is systematically reviewed with evidence of efficacy provided by a review process including multiple stakeholders and NCTE’s own research.

2006:61 That NCTE achieve the following outcomes as it continues to create professional development resources and opportunities.
• First, that during the next 18 months, NCTE will develop and implement three Pathways modules enrolling in the aggregate at least 25 school districts or programs and an additional 750 teachers/faculty (enrolled individually or in groups). These Pathways are (1) Adolescent Literacy; (2) English Language Learners; and (3) Teacher Induction.

• Second, in the creation of these modules—which include provision for print, online, and face to face--staff will also develop a process whereby NCTE members are integrally included in each module creation and whereby NCTE research and resources are included.

• Third in August of 2008, the Executive Committee will review the efficacy of this effort, using as a benchmark the self-report of 90% of participants that they have made substantive changes in their teaching practices. In addition, a review of these modules will be undertaken toward the objective of identifying the successful elements of each module, the elements requiring revision, and the efficacy and sustainability of Pathways overall.