The Dilemmas of Professional Development

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Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. (2008, background): “No Child Left Behind describes a new vision for high-quality in-service professional development for teachers that is intensive, sustained, and classroom focused, and as a result, there has been a recent movement to design professional development activities that are active, collaborative, embedded ”
Implementation and outcomes of a responsibility-based continuing professional development protocol in physical education (2015, background): “First, the observations were scheduled periodically at times convenient to the teachers, which seemed to support a long-term CPD protocol embedded in teachers’ practice (Birman et al., 2000; Doolittle & Schwager, 1989; Richardson, 2003).”
A Portrait of Advanced Placement Teachers' Practices. Research Report No. 2005-7. ETS RR-05-09. (2005, background): “Effective professional development programs should be schoolwide; be long-term with follow-up; encourage collegiality; foster agreement among participants on goals and vision; have a supportive administration; have access to adequate funds; develop buy-in among participants; acknowledge participants”