The Case for Differentiated Professional Support: Toward a Phase Theory of Professional Development

Abstract

In this perspective article I draw upon interviews with first-, second-, and third-year teachers to develop a phase theory of professional development that accounts for the questions, interests, and preferences of teachers across their first three years in the classroom. I suggest that differentiated professional development has potential to improve the quality of the teaching force by increasing the expertise of teachers in their first few years and providing support that is engaging and rewarding enough to encourage retention.