Dance teachers can participate in on-going, meaningful professional development based on the five models of professional development proposed by Sparks and Loucks-Horsley in 1990. Training, traditionally the most common professional development approach, is just one of the five models. Four alternative models supplement training and  help teachers and administrators acquire important job-related knowledge and skills in the fine arts.

Inquiry

In this model, teachers explore the answers to questions, either individually or in small groups, related to their own teaching practices. The process of inquiry can take a number of forms. In the action research model, teachers identify a problem, collect data from research or classroom-based action research, analyze the data, and come to a conclusion about the best course of action to enhance student learning. Teachers may continue the inquiry process by collecting and analyzing data after the new course of action is implemented. Another form of inquiry is a study group, or reading group, in which colleagues explore and share new ideas to enhance student learning. This model is based on the assumption that one quality of professional educators is their ability to take reflective action.

Involvement in a development/improvement process

Working to solve a problem, or a series of problems, is an excellent way to learn new skills, attitudes, and behaviors. The process of systemic school improvement can mobilize a faculty to assess current practices and determine solutions to challenges that may impede students' acquisition of the Dance TEKS. Also, working at the district level to develop curriculum aligned with the Dance TEKS can be a powerful professional development experience. Many teachers value these opportunities to work collaboratively with colleagues to solve problems or produce products that will enhance learning beyond the teacher’s immediate classroom.

Observation/assessment

This model is based on the use of external evaluation as a tool for self-analysis and reflection. Colleagues or other personnel act as eyes and ears for dance teachers. They observe and provide feedback on instructional practices, classroom management, and other issues. One tool for observation is the use of videotape, allowing a teacher to observe himself or herself in action. Watching the videotape with a colleague, looking for evidence of the Dance TEKS as demonstrated by students, and looking for effectiveness in teaching the Dance TEKS can be an enlightening experience. Many teachers comment on the power of video ito help them improve their teaching practices.

Individually-guided staff development

In this alternative model, each fine arts dance teacher designs his or her own learning activities with the primary goal of enhancing student acquisition of the Dance TEKS. Teachers may do a self-assessment of their own knowledge and understanding of the TEKS in order to identify areas they need to study to successfully teach the state standards. Then the teacher, possibly in collaboration with colleagues and/or administrators, sets goals, identifies strategies for achieving goals, and sets benchmarks to evaluate learning along the way. This model is based on the assumption that individuals are motivated by selecting their own learning goals and means of accomplishing them. It also assumes that self-directed development empowers teachers and creates a sense of professionalism.

Training

In this model, an expert presenter, who may be a classroom teacher, aligns objectives and learning activities, and monitors participants’ learning. The goals for staff development training typically include awareness, knowledge, and skill development. Trainers also foster outcomes related to changes in attitude and transfer of training. Effective training programs include:

• exploration of theory
• demonstration of practice
• supervised trial of new skills with feedback on performance
• peer coaching beyond the context of the workshop.