Abstract of

Speaking to Administrators and Reading Specialists
Professional Development for Literacy—Who's in Charge?

Charlene Cobb

The landscape of professional development in schools is changing. The requirements for highly qualified teachers and the expectations for evaluating professional development in terms of student achievement have affected the delivery of inservice staff development. This column provides information on “systems thinking” as it relates to the wants and needs of professional development in schools. Scenarios for managing professional development, based on two elementary schools that have failed to make adequate yearly progress according to the provisions of the U.S. No Child Left Behind legislation, are presented.

Abstract from Cobb, C. (2005, December). Professional Development for Literacy—Who's in Charge?. The Reading Teacher, 59(4), 388–390. doi: 10.1598/RT.59.4.9