CCDS has always expected continual pedagogical development, whether implicitly or explicitly through evaluation criteria. This development, though, has occurred most often either in isolation or has been sparked briefly through a reading or in-service lecture with little opportunity for follow through. The new pedagogical development model is intended to unify pedagogical development, allowing each individual to move at his or her own pace, but with the support of collaboration, guided collegial interaction, and shared release time. Further, by combining our pedagogical development efforts, we can reap a greater harvest, effecting the entire prek-12 program as well as ourselves and our individual classrooms.

Program Goals
Regardless of the theme chosen, the program strives to ensure that each teacher will have:

• increased awareness of aspects of their chosen topic through brief reading and reflection

• taken risks, having implemented some of the solutions and reflected on their implementation

• collaborated to come up with original solutions in addition to those of the field experts

• recognized some of the work already being done on campus in the area

• gained a greater sense of the prek-12 program

• demonstrated a desire and willingness to grow in the area

• improved measurably in the area

• crafted a plan for continued investigation and implementation

Process
Each theme will require a different approach, but the overall process for the year is the same. Regardless of theme, each teacher will:

• take fifteen minutes to complete a self evaluation. This evaluation will serve as the base by which he or she can mark improvement.

• do some brief background reading on the topic. This reading will be assumed as work is done at the work sessions.

• attend three work sessions, of varying length and with release time. These sessions will be multi-disciplinary and multi-divisional collaborative endeavors intended to investigate areas for improvement and seek established and original solutions.

• implement what he or she has learned. At the close of each session, we will devote time to creating implementation strategies. Between workshops, teachers are asked to implement at least one idea, sharing the idea and a reflection of its implementation with the Academic Dean and, if desired, the rest of the theme cohort.

• assess his or her development and the program offerings. Revisiting the initial self-evaluation, each teacher will document his or her progress and discuss the results of the year's work with the Academic Dean. This self-assessed progress and notes on the conversation will be offered to division heads for inclusion in the teacher's evaluation. The teacher will be asked to provide feedback on the process as well, with an option for anonymity.