All Teachers Can Learn
by Marge Scherer
In "Moving Beyond Talk," Debra Smith, Bruce Wilson, and Dick Corbett (p. 20) elaborate on the conditions that heighten the quality of learning in collaborative communities, among them voluntary participation and trained facilitators. Hord and Hirsch add rules for principals who want to help learning communities move from talk to action (p. 22).
Probably the most significant action school districts can take in changing the nature of professional development is to provide meaningful and engaging programs that respect the intelligence and good will of teachers. The conditions in which they work are often trying. If we are to keep good teachers in the classroom, [we] need to find ways to create environments in which teachers can form strong collaborative relationships with their peers and in which they can continue to learn about themselves, their students, and their students' communities.