| dc.description.abstract | This white paper investigates the implementation and impact of a self-directed professional development (PD) model within a school district in Southern California, focusing on experienced teachers’ engagement and growth to meet the evolving educational demands of the 21st century. Utilizing a mixed-methods approach, including surveys, focus groups, and administrator interviews, the study highlights the challenges of aligning traditional PD with veteran teachers’ needs and aspirations. Findings reveal a significant preference among teachers for a more flexible, self-directed approach to PD, underscoring the limitations of a one-size-fits-all strategy. The paper discusses the integration of National Board Certification as a framework for self-directed PD, offering insights into its potential to enhance teacher efficacy, motivation, and student readiness for the future. Key recommendations include allocating dedicated time for PD activities, reevaluating compensation structures to better incentivize participation, and providing targeted training for administrators to support this innovative model. The study contributes to the discourse on teacher professional growth, suggesting that tailored, self-directed PD models can significantly impact instructional quality and outcomes in public education settings. | |
