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Educational Evaluation and Policy Analysis, Vol. 15, No. 2,
129-151 (1993)
DOI: 10.3102/01623737015002129
Teachers’ Professional Development in a Climate of Educational Reform
Judith Warren Little
University of California, Berkeley
This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.
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