Accountability is also warranted, for the PRPE requires substantial human resources and reconsideration of course loads and time because the leadership comes entirely from existing faculty and PK-12 teachers.
The instrument served as a pretest in January 1998, prior to the commencement of the PRPE instruction.
These data indicate that instruction in the PRPE was effective in promoting participants' growth in their knowledge, skills, and dispositions related to diversity, technology, and the NNER agenda.
An exciting outcome of the PRPE staff development model, and another source of evidence regarding its efficacy, is its impact on the institution's undergraduate teacher preparation program.
One powerful similarity between the PRPE and the undergraduate program renewal is a commitment to maintaining a reasonable timeline that is divided into manageable phases and celebrates victories.
The renewed program retains a primary focus on the PRPE themes of democracy, diversity, and technology.
The fundamental change principles enumerated by Guskin (1996) were definitely affirmed in this PRPE. Simply getting started was indeed a critical event.