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RUNNING HEADER: LITERATURE REVIEW 2 - DOMAIN F

Literature Review 2 - Domain F:

Supporting Lifetime Professional Growth Through Lifetime Professional Literacy

Sean Watson

National University

TED 690 – Professor Daniel Weintraub

6/14/2019
Literature Review 2 - Domain F 2

Abstract

The literature review is based on the article Supporting Lifetime Professional Growth through

Lifetime Professional Literacy by Joseph Sanacore (1996). The article captures the importance

of professional literature that teachers need to implement new ideas for professional growth

through workshops, staff meetings, and graduate courses both individually and collectively as a

group of educators. This article highlights the continued need of professional literacy for all

teachers seeking professional growth.


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What does it take to develop as a professional teacher? The article by Joesph Sanacore

(1996) captures how professional educators should continue to read professional literature as

they grow in their professional field of teaching. Along with attending workshops, faculty

meetings, and graduate courses, Sanacore(1996) invites the reader to really hone in on why these

sources help professionals maintain their stature, through professional literature.

Based off a study conducted by Sid Womack and B.J Chandler in Journal of Reading

surveying the reading habits of teachers, Sanacore (1996) states “we can cooperatively move into

this direction by planning innovative teacher-led workshops that nurture the lifetime habit of

reading professional literature.”(pg.404) Sanacore (1996) proposes certain criteria in these

journal articles should include: Readability, treatment, special features, scope, authority, and

authenticity. Sanacore (1996) goes on to state, “if we support workshop activities such as these,

we increase chances of helping teachers use professional literature effectively.”(pg.404)

Teachers who lead these workshops and the workshop participants can work together

cooperatively to demonstrate what was actually learned. From these workshops, teachers can

develop lesson plans, participate in individual and team portfolios to highlight key points, and

collaborate to create a lesson unit on solid interpretations of research articles and their use in

classroom settings. Activities such as these Sanacore (1996) suggests “reinforce the participant’s

commitment to growing as a community of lifelong learners.”(pg.405)

The article also discusses when teachers would have time to read these particular

literature pieces for academic growth. Sanacore (1996) suggests the following time proposals

that restructuring student time on 4 days with an early “half day” for the 5th day so teachers can

collaborate. Teachers who are involved in implementing the new curriculum can have a prep
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time right after lunch for reading and discussion of journals and books. Lastly, Sanacore(1996)

suggests three to five staff days each year may be organized for staff development meetings.

Sanacore(1996) drives home the notion of supporting efforts to make lifetime habits of

reading professional literature. “Initiating teacher-led workshops, encouraging opportunities for

collaboration, and providing time for working together are a few positive steps that complement

conventional approaches to professional development.” (Sanacore, 1996, p. 407) Teachers

should be avid readers to learn new concepts and share their findings with colleagues.

In conclusion, Sanacore’s(1996) article really marinates with Domain F of the Teacher

Performance Expectations (TPEs) of California. Professional growth, TPE 13, states that

teachers “improve their teaching practices by soliciting feedback and engaging in cycles of

planning, teaching, reflecting, discerning problems, and applying new strategies.” (Credentialing,

2019) Having educators read professional literature to gain a sense of growth and

professionalism working together as a team and individually will help professional growth to

happen. From my own experience as a student teacher, I have participated in teacher workshops

on professional development and staff meetings that the school provides to grow in professional

support. After all, reading helps us grow and learn about the world around us especially in the

classroom.
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References
Credentialing, C. o. (2019, June 8). California teaching performance expectations. Retrieved
from www.ctc.ca: https://www.ctc.ca.gov/docs/default-source/educator-
prep/standards/adopted-tpes-2013.pdf

Sanacore, J. (1996). Supporting lifetime professional growth through lifetime professional


literacy. Journal of Adolescent & Adult Literacy, 39(5) 404-407.

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