Growing Teachers: Partnerships in Staff Development
Just as young children learn about the world around them by playing its scripts, teachers learn about teaching and learning by playing a teacher's script, observing what happens and discussing all of the possibilities with other teachers. This book applies a constructivist model to staff development, describing staff development activities that were open in design and that defined philosophy and process but not outcomes. Each of the stories told in the book involved a partnership between one or more early childhood programs and some other agency or individual working with teaching staff to facilitate growth. Following an introduction by Elizabeth Jones exploring how teachers construct knowledge about teaching and how "growing" teachers differs from training them, the chapters in the book are the following: (1) "Telling Our Stories: The CDA Process in Native American Head Start" (C. David Beers); (2) "Moving Out of Silence: The CDA Process with Alaska Native Teachers" (Kathrin Greenough); (3) "Catching Teachers 'Being Good': Using Observation To Communicate" (Margie Carter); (4) "Teachers Talking to Each Other: The Pasadena Partnership Project" (Elizabeth Jones, Joyce Robinson, Diedra Miler, Richard Cohen, and Gretchen Reynolds); (5) "Change Making in a Primary School: Soledad, California" (Jane Meade-Roberts, Elizabeth Jones, and Joan Hillard); (6) "Co-Creating Primary Curriculum: Boulder Valley Schools" (Maja Apelman); (7) "Teachers as Observers of Play: Involving Teachers in Action Research" (Barbara Creaser); (8) "I'll Visit Your Class, You Visit Mine: Experienced Teachers as Mentors" (Lisa Poelle); and (9) "Looking Back: What We've Learned about Partnerships" (Elizabeth Jones).
Elizabeth Jones. Growing Teachers: Partnerships in Staff Development (1993). National Association for the Education of Young Children [NAEYC]: Washington, DC.
Reading Level: Average
Formats Available: Printed Material
(Available from NAECY, also available online, click on "full text" button )
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Languages Available: English
Intended User Audience:
The primary target audience is intended to be beginning child care workers and preschool teachers with little college experience. The students are typically employed as child care workers
or preschool teachers while receiving additional training. They primarily have an introductory level of experience
with the concepts that the material is presenting. Many speak English as a second language. The primary language of most of the students who have used the material to date is usually Spanish or a Native American language such as Navajo, Jicarillo Apache, Hopi, etc., However, the Child Development Training Consortium Tool Kit (of which Growing Teachers is a part) is intended for use with students who speak English as a second language and have other primary languages as well. The students are typically from low income or poverty communities and are often the first from their family who are attending college.
The producers of the Tool Kit material are all CDA (Child Development Associate) trainers at the community college/college level with a high level of experience in providing field-based training to CDA students.
Their cultural backgrounds are European American and Hispanic American. A large amount of input from students went into the development of the videos and print material, and the students have primarily Hispanic and Native American cultural and linguistic backgrounds.
No formal field testing of the completed Tool Kit has occurred, although the material was developed over the course of several years with input from students and trainers. Each of the consortium
members have primarily a Native American or Hispanic student body as previously mentioned.
There were 75 Tool Kits produced and disseminated to consortium members in New Mexico and Arizona. Some copies of the material have been informally disseminated to other states as well.
The book Growing Teachers is the element of the Tool Kit with much wider dissemination, both in number and geographically, since it is published and sold through NAEYC and was a 1992-93 comprehensive membership benefit for NAEYC members.
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