ABSTRACT
A fundamental goal for teacher professional development is for teachers to learn how to continue learning from their practices. However, professional development is too often designed to help teachers learn to implement particular teaching techniques, often in single sessions (Hawley & Valli, 1999; Hill, 2004). Designers are beginning to understand the importance of offering professional development that engages teachers in inquiry and refl ection and that is sustained, collaborative, grounded in the work of teachers, and connected to school and district initiatives (Darling-Hammond & McLaughlin, 1996; Hawley & Valli, 1999). Such professional development experiences enable teachers to continue to grow and inquire about their practices even after formal professional development has ended (Franke, Carpenter, Levi, & Fennema, 2001).
