| Recognition of the distinctive learning needs of the highly experienced teacher requires design of transformative kinds of professional development: learning that incorporates the person as well as her practice, learning that challenges what teachers believe and juxtaposes that with what they actually observe and practice daily. Accepting this developmental approach, mandates that we listen to the voices of educators before launching any professional development endeavor. In the cacophony of educational reform, as it relates to literacy instruction, where is the voice of the veteran educator? According to a 1993–94 study by the National Center for Education Statistics, veteran teachers are the rule with an average age of 43 in the profession, up three years from the 1987–88. Due to high numbers of seasoned teachers in our national teaching force, and a pending critical teacher shortage within the next few years, professional development efforts must focus on retention and revitalization of this particular teacher.; Eight veteran teachers—each with more than fifteen years of experience—met over seven months in a monthly study group. Learning to base decisions about instructional next steps using a formative assessment tool, the running record, constituted a primary activity within each session. Teachers conducted case studies of focal students who were underachieving based on the Developmental Reading Assessment (Beaver, 1997). They also kept learning logs, and participated in three structured interviews. Significant gains were made by all students. Five of the eight students met or exceeded the system benchmark for promotion at the end of the study. |
