Conclusions
In the nineteenth and early twentieth centuries, teacher professional development was funded and controlled by the states; in many instances, through teacher institutes and normal schools. States lost control of teacher professional development when the locus of teacher preparation and continuing professional education of teachers moved to the universities. In order to have a direct impact on improving teacher quality, many states are developing and implementing new state-funded programs for teacher development. This trend raises many questions for state policy-makers. Foremost among these questions is How will increased state funding for teacher development lead to improved student performance? Policymakers need to ask how such an investment will translate into desired school outcomes, how these outcomes will be measured, and how much time it will take before measurable results will be available. Also, consideration needs to be given to what types of policy mechanisms will best serve these purposes. States might use authoritative policy outputs that provide mandates for directed programs or actions, or they might use associated outputs, which offer incentives, rewards, and favors for desired behavior. Some combination might also be used, but forethought needs to be given to both the intended and unintended consequences of public policy in this regard.
