Introduction

In this era of high-stakes standardized testing, educational leaders must possess many skills in order to effectively operate a high quality educational organization. Administrators need skills and knowledge in the areas of curriculum, instructional leadership, physical plant management, budget, finance, personnel management, legal issues, and daily decision making concerning many issues if they are to survive and help their schools reach the noble mission of educating children to grow and function together in a global society as productive citizens (Daresh, 2002). The construct of a global society implies more complexity; this rapid change that is occurring requires that educational leaders become more sophisticated in creating the best possible learning environment for our youth (Fullan, 2001). Administrators must become instructional leaders and provide continuous professional development in order to effectively prepare educators to meet the needs of this rapidly changing society. Many models and plans for effective professional development exist to aid leaders in their efforts to improve recruitment, teacher effectiveness, self and collective efficacy, and the commitment to building learning communities, all which contribute to improving student achievement; however, many schools do not follow the models and continue to conduct business as usual. The following review of educational professional development and planning models attempts to give readers a glimpse into sources that are available to educators. This is not an exhaustive reference; it is the beginning of a journey which will culminate in providing educators with a comprehensive overview of professional development in our educational system as well as quantitative and qualitative research that will be conducted to add to the current body of knowledge which exists. Educators can not properly prepare our youth to participate fully in a global society without staying abreast of current research based instructional strategies that improve student achievement and implementing a continuous strategic model of professional development that supports teachers and properly reflects the needs of the shareholders involved.

Staff development revolves around building the climate for growth and success; it is a life-long pursuit to improve the quality of education (Zepeda, 1999). Danielson (1996) notes that continued professional development is the mark of a true professional, an ongoing effort that is never completed. It is necessary for educational leaders to possess a moral responsibility to set the conditions for adults to grow and is essential to organizational growth to build capacity; this empowers educators to make meaningful change (Danielson, 1996).

Leaders must encourage educators to pursue lifelong learning; without this construct our children will be shortchanged in the educational process (Zepeda, 1999). The educational leader's role is to assist teachers in finding their passions and “learning” voices (Zepeda, 1999). According to the Report of the National Commission on Teaching and America 's Future (1996, p. iv) “What teachers know and can do is the most important influence on what students learn.” The construct of professional development should encompass three constant variables: context, content, and process ( Caldwell , 1989). Professional development initiatives should address specific needs, theses needs provide the context for the process of events that must occur within the model of development utilized by educational organizations (Caldwell, 1989, Zepeda, 1999).

According to the National Staff Development Council there are several themes that must be present in order to initiate effective professional development programs: staff development must be ongoing, collaborative, research based, driven by data-based decision making, and supported with adequate resources Zepeda, 1999), NSDC, 1997). According to Zepeda (1999), leaders must embody essential qualities to promote life-long learning within high quality educational organizations. Leaders must understand reciprocity; the mutual interchange among the individual both internal and external to the organization. Effective leaders must understand the construct of followership and be secure enough to know that they can be both a leader and a follower; this concept creates people who are committed to purpose, a cause, and a vision of what the school is and can become, (Sergiovanni, (1992). The last aspect of this construct states that courage helps leaders to guide their schools in directions to meet the organizational needs while removing obstacles that might impede meaningful improvement (Zepeda, 1999).

The Mission and Principals of Effective Professional Development

Professional development plays a significant role in successful education reform, it can serve as the bridge between where prospective and experienced educators are now and where they will need to be to meet the new challenges of guiding all students in achieving to higher standards of learning and development().

Effective professional development as envisioned here refers to rigorous and relevant content, strategies, and organizational supports that ensure the preparation and career-long development of teachers and others whose competence, expectations and actions influence the teaching and learning environment (). Both pre- and in-service professional development require partnerships among schools, higher education institutions and other appropriate entities to promote inclusive learning communities of everyone who impacts students and their learning. Those within and outside schools need to work together to bring to bear the ideas, commitment and other resources that will be necessary to address important and complex educational issues in a variety of settings and for a diverse student body.

Equitable access for all educators to such professional development opportunities is imperative. Moreover, professional development works best when it is part of a system wide effort to improve and integrate the recruitment, selection, preparation, initial licensing, induction, ongoing development and support, and advanced certification of educators.

High-quality professional development should incorporate all of the principles stated below. Adequately addressing each of these principles is necessary for a full realization of the potential of individuals, school communities and institutions to improve and excel.