Sean Watson
National University
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
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
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
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,
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
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
collaboration, and providing time for working together are a few positive steps that complement
should be avid readers to learn new concepts and share their findings with colleagues.
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