Supervision as Professional Development: A Review of State Statutes

• In Event: The Development of Teachers: Support From Preservice Through In-Service

Abstract

Teacher professional development, what some consider to be the helping function of supervision, is becoming a policy target for increased student achievement. This paper presents the results of an analysis of professional development statutes in the 50 states to determine: (1) the extent to which these statutes reflect professional development standards (including those from Gordon, 2005), (2) the type of state control of it, and (3) the extent and nature of the inclusion of professional learning communities in these statutes. Implications of these policy actions for student learning and supervisory practices are presented.

Authors

• Helen M. Hazi, West Virginia University

• Daisy E. Arredondo Rucinski, The University of Alabama