Hi Everyone,

In our recent discussion about disseminating research, we talked about
practitioner research, and it seems there has been a lot of talk lately
about models of professional development. This week's article is from
issue 2C and talks about the process of inquiry-based staff development,
which relates to both.

Facilitating Inquiry-Based Staff Development:
While helping teachers to change, staff developers must be open to
changing, too.
by Jereann King 
http://www.ncsall.net/?id=392

"Inquiry-based staff development is a process in which practitioners
come together with colleagues over a period of time to systematically
explore issues, questions, or problems emerging in their work. The
framework for organizing inquiry-based staff development can differ from
context to context, but always involves reflecting on practice,
formulating problem statements, taking new action or trying out new
approaches, and evaluating their effectiveness. In theory, inquiry-based
staff development, like learner-centered, participatory adult literacy,
is about respecting experience, culture, knowledge; it is about sharing
power and taking new actions. It is a way of learning that places
practitioners and their practice at the center of the learning process.
This article is about the tensions and contradictions [the author]
experienced facilitating a practitioner-inquiry-as-staff-development
project."

Has anyone been involved in this kind of staff development?
What are the challenges?
What are the benefits?
What advice do you have for others who are facilitating this?

I'd love to hear from some of you!

All the best,
Julie




Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org