View of teaching

create of opportunities

effective practice

kearning

outgoing inquiry

mew demands

education policy makers

effective practice

The content of proffesional development

contents and classrooom

in focus

classroom practices

resistance

supportive environments

The structure of profesional development and teacher's time

more a regular school

commitments

one day workshop

School Factors

High quality professiona development is expensive

Colleagues` learning, they may be able to assume critical leadership roles.

Teacher leaders who are willing to share their learning with others.

Strengthening affective teachers,helping them create local communties

Time to reflect on district or school conditions

District Factors

Teachers perceive that district reforms are fragmented and uncoordinated

Impedes voluntary participation in professional development.

Is is challenging

Time-consuming to desig and implement

Instructional leaders

Institutional change agents

Among these obstacles is the rigid structure of teachers work days

Little time for collaborative work toward instructinal improvement.