ABSTRACT
This statement hangs on the front wall of a New England teacher devclopment center, and its message strikes with great clarity. Faculty are unlikely to provide the opportunity for students to fully develop their academic and life skills unless teachers themselves are personally supported in the devclopment of these same abilities. Teachers cannot, for example, help learners develop the competence to inquire without personally being engaged in inquiry, nor are they likely to develop a deep sense of caring for others unless they are personally cared for. Simply put, offering quality programs for students requires that comparable energy first be placed on the provision of ongoing staff development programming for teachers.
