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Creating the SATED Tool
The SATED PD tool has two parts. Part 1 (Appendix A) lists 10 mandatory
activities that move from simple to more complex, many of which are an expected
part of the job. Thus, teachers need to be proactive and make these mandatory
activities build their teacher knowledge and their teacher self-efficacy. Accordingly,
if a teacher determines he or she is in the apprentice teacher stage, then work on the
first seven activities is appropriate; but if a teacher determines he or she is in the
expert or distinguished teacher stage, work on the last seven activities is appropriate.
I believe the district should count completion of at least seven of these activities
toward 1/3 or 10 hours of the required teacher PD yearly hours.
At the district level, it is important that teachers know not only staff in the
district office but also new district rules and new state policies and mandates. At
the building level, attending and participating in mandatory monthly meetings
builds a more positive working environment
as well as keeps teachers informed about daily

The SATED tool fosters a more and monthly happenings. To build a positive
working environment, teachers need to find out
positive learning experience and more about those who work in their building,
which can be done through activities such as
helps teachers, administrators, volunteering to have a faculty meeting in one’s
classroom so others can see how each decorates
and coaches to think more and organizes the classroom or by participating

critically and plan for more in various community-building activities such
as a donut breakfast, potluck lunch, secret pal
teacher-centered approaches to activity, or cookie share. Monthly meetings also
allow teachers to learn about day-to-day things
PD [professional development]. such as upcoming events, school procedures
for attendance and recess, grade-level and/or
content-level team meetings, and other teacher
duties that they are expected to do. Additionally,
it is important for experienced teachers to share and talk about problems they have
experienced while doing such jobs as hall duty, bus duty, and cafeteria duty so new
teachers experiencing these duties for the first time can handle various situations
more positively and confidently.
Part 2 of the SATED PD tool (Appendix B) consists of a list of activities that
match the characteristics of each teacher stage created by previous researchers
(Katz, 1972; Lynn, 2002; Steffy et al., 2000). The four stages are discussed briefly
below; however, much more about each stage can be read from authors cited above
as well as articles that summarize the teaching stages (e.g., Borich & Tombari, 1997;
Kyriakides et al., 2013; National Staff Development Council, 2008; Teacher Powered
Schools, 2022). The activities noted in SATED are geared for each of the four stage
levels, as teachers need different knowledge to navigate each stage of development
successfully. I believe a district should count completion of one of these choice
activities toward 1/3 of the required teacher PD yearly hours per activity. This means
that each activity, when completed successfully, would be worth 10–15 hours, so
teachers would need to complete two or three activities yearly.

26 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators