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learn (Darling-Hammond, 2003, 1999), teachers, all too often, are required to attend
1-day workshops or conferences with well-known keynote speakers and a variety of
offerings where they receive handouts to help remind them of what was heard. This
traditional type of PD, unfortunately, provides little learning as it is done in isolation,
occurs away from the classroom, and does not provide the collaboration or support
that most teachers need to incorporate new ideas into their teaching (Martin-Kniep
& Picone-Zocchia, 2009; Mizell, 2010; Moon et al., 2000; Patton et al., 2013, 2015;
Robb, 2000). Dr. Susan Szabo
In a survey on PD conducted by Gualamhussein (2013), 90% of teachers surveyed has been in the
stated that the PD they received in their district was not helpful. The traditional PD educational field for
more than 50 years as
approach focuses only on the teachers receiving their required PD yearly points, a classroom teacher,
and thus it does not always focus on their learning and applying new ideas so they substitute, reading
can successfully change their teaching approach in the classroom. Growth of one’s specialist, and
professional knowledge should be the focus of any PD, and because teachers’ university professor.
background experiences and knowledge are different, it only makes sense that, Now retired from
for individual teachers to move forward in their teacher development and through Texas A&M University-
Commerce, she
the teacher stages, they need differentiated learning opportunities, as the skills of resides in Oklahoma
learning to teach at each teacher stage are different (Darling-Hammond, 1999, 2003; near her sons and
Lynn, 2002; Katz, 1972; Moon et al., 2000; Steffy et al., 2000). grandchildren.
During the school
Reasons for the Systematic Approach to Teacher Effective Development year, she is working
(SATED) Professional Development (PD) Tool with both students
The author created this new SATED tool to guide PD for several reasons. First, and teachers in the
public school setting.
both my personal experience and research have shown that the traditional PD is a At the time this
waste of time for most teachers (Cash, 2011, 2017; Darling-Hamond & McLaughlin, article was written,
2011; Gualamhussein, 2013; Mizell, 2010; Moon et al., 2000; Patton, 2015; Robb, she was a member
2000). of Beta Lambda
Second, I believe it is important for teachers to know about and understand the Chapter of Texas State
teacher stages and how these stages apply to them personally. Many new teachers Organization.
start out thinking teaching is easy and then develop poor teacher self-efficacy that susanszabo524@
leads them to drop out. Recognizing that good teaching takes time and that teachers gmail.com
develop their teaching skills through stages may encourage educators to persevere,
seek good PD opportunities, and realize that learning to teach is a lifelong endeavor.
By using the stages of teacher development, teachers can grow in their teacher
knowledge within their zone of proximal development (Vygotsky, 1978) to stretch
their potential and learn through scaffolding methods such as modeling, reflective
conversations, practical arguments, narrative stories, case studies, reflective
journaling, and action research.
Third, I believe strongly in the power of differentiated instruction, providing
choice activities, and using learning styles to provide powerful learning experiences
for all learners. Providing PD opportunities for teachers that model for them how
they should be teaching helps them to experience the importance of differentiation
and choice in the learning process for their students.
Fourth, the SATED tool fosters a more positive learning experience and helps
teachers, administrators, and coaches to think more critically and plan for more
teacher-centered approaches to PD. It is important that teachers feel “sated” with
both pedagogical knowledge and content knowledge so they become more effective,
which in turn builds their teacher self-efficacy and helps them to move forward
through the stages of development for teachers.

Changing Perspectives on Teaching and Learning 25