ABSTRACT
This chapter presents the review of the recent shift in the conceptualization of professional development for teachers. The provision of high-quality and effective professional development (PD) has been promoted as a critical aspect of many reform efforts as teachers are now seen as key change agents in the system. In relation to literacy, Snow, Burns, and Griffin states that this approach has been inadequate in the past for a number of reasons, including the lack of substantive and research-based content, the lack of systematic follow-up necessary for sustainability and the one-shot character of many staff development sessions. The policy document The Continuum of Teacher Education has proposed major changes to initial teacher education and continuing professional development and highlights high-quality literacy teaching as a key concern of policy makers. Many professional developers are now using student assessment data as the starting point for establishing professional development needs.
