The paradox of administrative control in fostering teacher professional development |
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| Authors: | Judith Haymore Sandholtz Samantha Paredes Scribner |
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| Institution: | aGraduate School of Education, University of California, Riverside, CA 92521-0128, USA |
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| Abstract: | In this case study, we use a consensus model as a framework for examining the professional development component of a standards-based reform effort initiated by a school district in the United States. We describe the district's actions, analyze the extent of adherence to the model, and identify reasons for what occurred. Although administrators intended to adopt key design principles of effective professional development, specific implementation strategies undermined and contradicted these principles. Their response to increasing bureaucratic controls at the state and national levels translated into increased regulation and control at the district and school levels, which paradoxically restricted the very attributes they sought to enhance. |
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| Keywords: | Professional development Teacher learning Administrative control Standards Reform |
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