ABSTRACT

For both students and teachers, learning does not occur in a black box as a series of discrete activities. The teacher as learner must be the root of all efforts to support high quality classroom instruction (Printy & Marks, 2004), “in the end, the quality of education that will be available in our public schools will depend on the quality of professional learning opportunities available to teachers” (Randi & Zeichner, 2004, p. 221).