The most common forms of teacher professional development are ineffective and lead to low teacher satisfaction. A critique protocol offers an alternative that intellectually engages teachers and fosters meaningful collaboration at different career stages.
Sprouse, M.L. “Collaborative professional development through a critique protocol.” English Journal. (2016, November). http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/1970493600?accountid=14667