McDiarmid (1995) describes how resources allocated for professional development
"Resources to support teacher development demanded by systemic reforms tend
to diminish over time. In states undergoing systemic reform, policymakers
initially provide resources to support additional teacher development. But the
availability of such resources diminishes within a few years. They often begin
to diminish just as a substantial number of teachers, in the early stages of
learning, are just beginning to develop a real sense of how the reform ideas
fit together and how they will benefit students. This is the point at which
many teachers could seize control over their own development--in fact as well
as in form--and could imagine the kinds of experiences that would best get them
to the next stage.
This process appears to be a function of the political will. At the beginning
of an education reform, substantial political will and concomitant resources
are available. Over time, however, other issues demand attention and
resources. Policymakers, beset on every side by competing demands for public
resources and by voter resistance to tax increases, have difficulty justifying
extending resources for teacher development." (p. 10-11)
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