Peer evaluation in nurses' professional development: a pilot study to investigate the issues.

Developmental networks in translational science

Personal and Professional Support for Mothers of NICU and Healthy Newborns

FigureThe concept of peer review can be interpreted very differently among nurses and healthcare professionals. Some think of a subject expert reviewing a manuscript for a journal's editorial staff. Others think of regulatory bodies requiring hospitals to have an internal process to ensure that healthcare team members are competent and able to perform within their scope of practice.1 Still others think of peer review as a quality assurance process in which healthcare team members audit each other's documentation to validate care standardization. We provide insight into a nursing peer review process designed to evaluate performance, and the journey to its implementation. A well-defined peer review process and tool, utilized in conjunction with a nurse's annual performance evaluation, is one way to infuse meaningful peer input into a performance appraisal. This system allows nurses to provide insight into one another's strengths and opportunities for growth. A detailed approach was used to create, develop, and sustain a nursing peer review program that's flexible enough to be used by all staff members within a pediatric hospital system. In addition to promoting professional growth among nursing staff, this process also meets the current peer review standards set by the Magnet Recognition Program® and The Joint Commission. The ultimate goal of sharing this information is to help other organizations that are just beginning the peer review process and those that have struggled in the past with development and implementation to bring about a sustainable change. This, in turn, will promote nursing cohesiveness and professionalism as we work together to bring healthcare into a new era. Organizational standardization Our organization embarked on an initiative to create a standardized peer review process that would be utilized by all nursing departments. The process needed to be integrated organizationally and applicable to clinical nurses within both inpatient and outpatient environments. This journey began with a review of the current literature and an examination of the current peer review practice at other Magnet® facilities. Through this process, it was discovered that the majority of these facilities utilized and defined peer review in a variety of ways. We identified variation in the management of the peer review process within our own organization. Acknowledging the vast array of discrepancies within and external to the organization, a task force of clinical nurses was developed to redefine the way our organization administered the clinical nurse peer review process. This task force also included two leadership liaisons who served as resources to the clinical nurses during this development and provided insight into the management side of the peer review process. There were four steps in our process: (1) defining a peer, (2) developing a peer review form, (3) transforming the process, and (4) implementing the process. Who's a peer? The first step in our work involved evaluating, discussing, and reaching a consensus on the definition of peer. In order to standardize the peer review process, the task force recognized a true definition was needed to measure success with the new process. Looking at previous peer review practice in the organization, many nurses and department directors had different definitions and ideas of what it meant to be a peer. Some departments included other disciplines in a nurse's specialty for evaluations, whereas others utilized only fellow nursing staff members. The task force agreed that the purpose of peer review is to foster professional growth and development among staff members by utilizing a process through which measurable outcomes are assessed. After much dialog, the task force adopted the definition of peer utilized by the American Nurses Association, which defines a peer as an individual of the same rank or standing according to the established standards of practice.2 Form development The next step in redefining the peer review process was to develop a new peer review tool that could be transferrable and applicable among the various nursing specialties and departments. Key areas identified by the task force for development of this tool included creating a short, concise form that's easy to understand with limited directions and applicable to all clinical nursing departments. To achieve this goal, the task force worked collaboratively to establish eight domains that would provide nurses with a peer evaluation framework. These domains were established through open dialog, including question-and-answer sessions, review of current job descriptions, and evaluation of other tools utilized by various Magnet facilities. Through this work, a common set of core expectations were identified and utilized in the development of each domain. These domains encompass the essential clinical nurse job functions, behavioral competencies, and basic roles and responsibilities throughout the organization. The domains can be found in Table 1.Table 1: The eight domains of peer evaluationTo further guide and support high-quality peer feedback, three to five specific, measurable objectives were created and listed under each domain for nurses to measure performance. These objectives were developed to guide peers in evaluating each nurse by providing focused, pertinent feedback. The task force wanted to eliminate vague, nonspecific feedback that didn't facilitate the identification of future growth opportunities. The objectives created by the task force assist peers in identifying evidence from the nurse's daily work, communication, time management, and interdisciplinary interactions. Each domain also included a comment field, allowing nurses the autonomy to provide open-ended feedback and elaborate on outstanding work or opportunities for the employee's growth and improvement. The comment section was extremely important in the solicitation of meaningful feedback because it allowed nurses to provide examples to reinforce the ratings selected for the objectives. The directions on the new tool clearly state that comments are mandatory for certain ratings to allow for elaboration and examples. The task force believed a Likert rating scale was essential to standardize the peer review process. The previous process utilized a vague, numerical score that hadn't historically provided nurses with adequate descriptions of their work ethic and performance. Lower scores were considered negative responses, whereas higher scores equated to positive responses. After review of the current literature, the task force employed a 4-point Likert scale comprising "not met," "approaching," "meets expectations," and "exceeds expectations." In addition to the scaled questions, an open-ended question "Do you feel comfortable working with this nurse?" was added to the form. Utilizing a mixed-method methodology, Likert scale, and open-ended question format allowed the evaluating nurse a better opportunity to provide real-life contextual examples related to the evaluated nurse's care.3 Process transformation After the peer evaluation tool was created, the task force focused its attention on creating a framework to aid departments in implementing the new peer review process. Throughout our hospital, there are units of vastly different sizes. Some nursing departments have four to six clinical nurses, whereas other departments have as many as 150 to 200 clinical nurses on staff. The variability in staff sizes meant that the task force had to be creative in determining how many peer reviewers should evaluate each nurse annually and how these reviewers should be selected. With the new process, each nurse receives feedback from two to four RNs. Limiting the number of peer evaluations eliminated the previous dissatisfaction and/or barrier of evaluators being asked to fill out 20 to 30 peer evaluations a month due to exceedingly large nursing departments. The task force also allowed clinical nurses to select one to two peers of their choice to provide feedback; the management team selected the remaining peers. Implementation After the task force completed the new peer review tool and process recommendations, the nursing department directors and the CNO gave the approval for implementation. The standardized peer review form, along with the revised process, was implemented using various educational modalities. The first presentation was provided to the inpatient and outpatient nursing directors to inform them about the new form and the revised process. The directors were provided with handouts outlining the changes and educational fact sheets for the staff members to use as a reference. The task force increased its availability to ensure educational consistency to all clinical nurses by attending and presenting at unit-based councils, charge nurse meetings, and department-wide staff development programs. The feedback received from the different educational presentations was extremely positive. Feedback discussed the tool's ease of use, applicability to all nursing departments, appropriate form length, and measurable objectives that allowed nurses to comment on focused job roles and responsibilities. Other feedback included the improved functionality of the new rating scale and the process change that limited the number of requests for peer evaluations. Some directors expressed resistance to changing their current peer review practice. Certain directors thought feedback from four nurses wasn't enough if the department had a high number of nursing staff members. After an open discussion with the task force chairperson and the directors of large departments, it was agreed that meaningful feedback from four people would be adequate. Other directors mentioned that they liked the idea of adding specific clinical skills for peer evaluation. However, we couldn't add specific skills because they wouldn't universally apply to the various nursing department specialties. The task force collected all comments and feedback, and created a frequently asked questions document to address these concerns and explain the thought process behind the decisions made about the tool and recommendations. Directors were then provided with answers to and rationales for their specific questions and concerns, creating a consistent message and clarity to all departments. All education and implementation occurred over the course of 4 months. During this time, the task force worked with web development to formulate an electronic version of the peer evaluation document for the purpose of online submission. The electronic document was widely popular because it eliminated the use of paper and facilitated tool access for all clinical nurses. Staff members were able to complete the tool online and submit the evaluation through the organization's intranet directly to the person who requested the feedback. The task force also concluded that in order for this new tool and process to remain functional and meaningful, continued evaluation of its use would be essential. Reaching the top As we diligently work to move the nursing profession forward, it's important to remember that peer review can positively impact not only an individual's nursing practice, but also an entire hospital system. Nurses are at the forefront of healthcare transformation and are integral to sustainable practice improvement. By empowering clinical nurses to lead this initiative, we've been able to successfully introduce, develop, and support a valuable peer review process across our organization. Utilizing a comprehensive peer review tool can help organizations improve patient outcomes and patient satisfaction.

We work in one of the few offices in the country dedicated to helping students (health professional, life sciences, population and social sciences) and postdocs navigate the job market. Our team designs career & professional development programs and resources, and offers 1:1 counseling support to graduate-level biomedical trainees. Feel free to ask us anything about how biomedical scientists can prepare and position themselves for the job market, how institutions can provide career development support to their PhD-level trainees, or strategies to improve the career prospects of the nation’s STEM PhD’s. More about our work: • The UCSF Office of Career & Professional Development • Motivating INformed Decisions Program • Graduate Student Internships for Career Exploration Answering your questions here today are: Laurence, Clement, PhD. Program Director, Academic Career Development Anna Correa, MS. Program Director, Clinical Careers Bill Lindstaedt, MS. Executive Director, Career Advancement, International and Postdoctoral Services Thi Nguyen, PhD. Program Director, Non-Academic Career Development Naledi Saul, MPM. Director, Office of Career and Professional Development Liz Silva, PhD. Program Director, Motivating INformed Decisions (MIND) Program Alexandra Schnoes, PhD. Program Manager, Graduate Student Internships for Career Exploration(GSICE) Program Claire Will, PhD. Program Director, Professional Skills Development We will be back at 1 pm ET (10 am PT, 5 pm UTC) to answer your questions, ask us anything! EDIT: Hello everyone! We’re all here and are reading your great questions. We’ll begin answering now! 2nd EDIT: Thanks everyone - these were amazing questions, and we had a lot of fun. Thanks for participating!

IntroductionIn regional Australia and New Zealand, museums and art galleries are increasingly becoming primary sites of cultural engagement. They are one of the key tourist attractions for regional towns and expected to generate much needed tourism revenue. In 2017 in New South Wales alone, there were three million visitors to regional galleries and museums (MGNSW 13). However, apart from those (partially) funded by local councils, they are often run on donations, good will, and the enthusiasm of volunteers. Regional museums and galleries provide some paid, and more unpaid, employment for ageing populations. While two-thirds of Australia’s population lives in capital cities, the remainder who live in regional towns are likely to be in the 60+ age cohort because people are choosing to retire away from the bustling, growing cities (ABS). At last count, there were about 3000 museums and galleries in Australia with about 80% of them located in regional areas (Scott). Over the last 40 years, this figure has tripled from the 1000 regional and provincial museums estimated by Peter Piggott in his 1975 report (24). According to a 2014 survey (Shaw and Davidson), New Zealand has about 470 museums and galleries and about 70% are located outside capital cities. The vast majority, 85%, have less than five, full-time paid staff, and more than half of these were run entirely by ageing volunteers. They are entrusted with managing the vast majority of the history and heritage collections of Australia and New Zealand. These ageing volunteers need a diverse range of skills and experience to care for and interpret collections. How do you find the time and budget for professional development for both paid staff and volunteers? Many professional development events are held in capital cities, which are often a significant distance from the regional museum—this adds substantially to the costs of attending and the time commitment required to get there. In addition, it is not uncommon for people working in regional museums to be responsible for everything—from security, collection management, conservation, research, interpretation and public programs to changing the light bulbs. While there are a large number of resources available online, following a manual is often more difficult than learning from other colleagues or learning in a more formal educational or vocational environment where you can receive timely feedback on your work. Further, a foundational level of prior knowledge and experience is often required to follow written instructions. This article will suggest some strategies for low cost professional development and networking. It involves planning, thinking strategically and forming partnerships with others in the region. It is time to harness the power of modern communications technology and use it as a tool for professional development. Some models of professional development in regional areas that have been implemented in the past will also be reviewed. The focus for this article is on training and professional development for workers in regional museums, heritage sites and keeping places. Regional art galleries have not been included because they tend to have separate regional networks and training opportunities. For example, there are professional development opportunities provided through the Art Galleries Association of Australia and their state branches. Regional galleries are also far more likely to have one or more paid staff members (Winkworth, “Fixing the Slums” 2). Regional Museums, Volunteers, and Social CapitalIt is widely accepted that regional museums and galleries enhance social capital and reduce social isolation (Kelly 32; Burton and Griffin 328). However, while working in a regional museum or gallery can help to build friendship networks, it can also be professionally isolating. How do you benchmark what you do against other places if you are two or more hours drive from those places? How do you learn from other colleagues if all your colleagues are also isolated by the ‘tyranny of distance’ and struggling with the same lack of access to training? In 2017 in New South Wales alone, there were 8,629 active volunteers working in regional museums and galleries giving almost five million hours, which Museums and Galleries NSW calculated was worth over $150 million per annum in unpaid labour (MGNSW 1). Providing training and professional development to this group is an investment in Australia’s social and cultural capital.Unlike other community-run groups, the museums and heritage places which have emerged in regional Australia and New Zealand are not part of a national or state branch network. Volunteers who work for the Red Cross, Scouts or Landcare benefit from being part of a national organisation which provides funding, support workers, a website, governance structure, marketing, political advocacy and training (Winkworth, “Let a Thousand Flowers” 11). In Australia and New Zealand, this role is undertaken by the Australian Museums and Galleries Association AMaGA (formerly Museums Australia) and Museums Aotearoa respectively. However, both of these groups operate at the macro policy level, for example organising annual conferences, publishing a journal and developing Indigenous policy frameworks, rather than the local, practical level. In 1995, due to their advocacy work, Landcare Australia received $500 million over five years from the federal government to fund 5000 Landcare groups, which are run by 120,000 volunteers (Oppenheimer 177). They argued successfully that the sustainable development of land resources started at the local level. What do we need to do to convince government of the need for sustainable development of our local and regional museum and heritage resources?Training for Volunteers Working in Regional Museums: The Current SituationAnother barrier to training for regional museum workers is the assumption that the 70:20:10 model of professional development should apply. That is, 70% of one’s professional development is done ‘on the job’ by completing tasks and problem-solving; 20% is achieved by learning from mentors, coaches and role models and 10% is learnt from attending conferences and symposia and enrolling in formal courses of study. However, this model pre-supposes that there are people in your workplace whom you can learn from and who can show you how to complete a task, and that you are not destroying or damaging a precious, unique object if you happen to make a mistake.Some museum volunteers come with skills in research, marketing, administration, customer service or photography, but very few come with specific museum skills like writing exhibition text, registering an acquisition or conserving artefacts. These skills need to be taught. As Kylie Winkworth has written, museum management now requires a [...] skills set, which is not so readily found in small communities, and which in many ways is less rewarding for the available volunteers, who may have left school at 15. We do not expect volunteer librarians to catalogue books, which are in any case of low intrinsic value, but we still expect volunteers in their 70s and 80s to catalogue irreplaceable heritage collections and meet ever more onerous museum standards. That so many volunteers manage to do this is extraordinary. (“Let a Thousand Flowers” 13)Workers in regional museums are constantly required to step outside their comfort zones and learn new skills with minimal professional support. While these challenging experiences can be very rewarding, they are also potentially damaging for our irreplaceable material cultural heritage.Training for museum professionals has been on the agenda of the International Council of Museums (ICOM) since 1947 (Boylan 62). However, until 1996, their work focused on recommending curricula for new museum professionals and did not include life-long learning and on-going professional development. ICOM’s International Committee for the Training of Personnel (ICTOP) and the ICOM Executive has responded to this in their new curricula—ICOM Curricula Guidelines for Professional Museum Development, but this does not address the difficulties staff or volunteers working in regional areas face in accessing training.In some parts of Australia, there are regional support and professional development programs in place. For example, in Queensland, there is the Museum Development Officer (MDO) network. However, because of the geographic size of the state and the spread of the museums, these five regionally based staff often have 60-80 museums or keeping places in their region needing support and so their time and expertise is spread very thinly. It is also predominantly a fee-for-service arrangement. That is, the museums have to pay for the MDO to come and deliver training. Usually this is done by the MDO working with a local museum to apply for a Regional Arts Development Fund (RADF) grant. In Victoria there is a roving curator program where eligible regional museums can apply to have a professional curator come and work with them for a few days to help the volunteers curate exhibitions. The roving curator can also provide advice on “develop[ing] high quality exhibitions for diverse audiences” via email, telephone and networking events. Tasmania operates a similar scheme but their two roving curators are available for up to 25 days of work each year with eligible museums, provided the local council makes a financial contribution. The New South Wales government supports the museum advisor program through which a museum professional will come to your museum for up to 20 days/year to give advice and hands-on training—provided your local council pays $7000, an amount that is matched by the state government—for this service. In 2010, in response to recommendations in the Dunn Report (2007), the Collections Council of Australia (CCA) established a pilot project with the City of Kalgoorlie-Boulder in West

The purpose of this research was to identify synergies in affective, meta and collaborative STEAM learning, and the level of professional development structure and collaborative support needed for teachers to achieve these. Three project case studies (KIKS, STEAMTEACH and STEAMCONNECT) are examined to do this. In the KIKS (Kids Inspiring Kids in STEAM) project, student groups were issued a very open-ended challenge: “How would you get your fellow students to love STEAM?” They undertook a series of student-led intensive workshops to deliver prototypes and other teaching materials. The intensive, collaborative problem-solving Hothousing workshops focusing on Expectation shock perception enhancement, were inspired by industry practice. The successful outcomes evidenced affective, meta and collaborative learning and suggested the need for further research to develop an associated teacher professional development framework (STEAMTEACH) and also to develop further the collaborative aspect beyond the students (STEAMCONNECT). The projects together delivered over forty project outcomes judged high quality by teachers, students and researchers alike benefitted from affective, meta and collaborative, inclusive learning on many levels from students to teachers to parents to wider community collaboration including local community, business and academic experts. It was thus found that STEAM education can synergically enhance affective, meta and collaborative learning, and for this to happen, should be supported by a STEAM professional development framework and extended networking between teachers, schools, parents, education and industry experts, and community from all abilities and backgrounds.

This study investigated through qualitative design Dr. Dorothy Skeel’s professional career and scholarly development within the sociocultural context and life history that helped shape her ideas and actions to identify patterns in her life which reflected the social structure in which it was imbedded. The research questions guiding this study were: (1)How were significant aspects of Dr. Dorothy Skeel’s life history and professional knowledge represented in her practice? (2)What patterns and changes occurred in Dr Dorothy Skeel’s career development (3) What meanings and possible interpretations can be understood from the patterns and themes in Dr. Dorothy Skeel’s personal and professional life? (4) How might Dr. Dorothy Skeel’s life and work be used in teacher development? The research design employed grounded theory, an inductive method of comparative analysis. After data had been gathered it was coded and stored using Ethnograph (1998), a qualitative software package. Findings related to Dr. Dorothy Skeel’s professional career and scholarship emerged through 1) interview transcripts and 2) analysis of primary and secondary sources related to her writings and professional activities in social studies education and teacher preparation. The findings of the study revealed that Dr. Dorothy Skeel’s career path reflected the challenges women born in the 1930s had to face during the post- WWII period until the early 1970s. Additionally, her scholarship was shaped by important 20th century historical, social, and institutional tensions that impacted curriculum changes in teacher preparation and social studies education. Themes identified in Dr. Dorothy Skeel’s professional development were : Out of the Kitchen: A House Without a Wife- A Degree without the ‘M.R.S.,’ Mother-Lust Satisfaction, Walking The Fine Line In Academe: Balancing Acts, and Beyond Time and Space: The Transcendence of Care. Other themes explored were barriers she faced related to philosophical differences and the value placed on research vs. the scholar of the practice. The benefits and limitations of using biography were discussed along with recommendations for future study.

Changes to health care systems and working hours have fragmented residents' clinical experiences with potentially negative effects on their development as professionals. Investigation of off-site supervision, which has been implemented in isolated rural practice, could reveal important but less overt components of residency education. Insights from sociocultural learning theory and work-based learning provided a theoretical framework. In 2011-2012, 16 family physicians in Australia and Canada were asked in-depth how they remotely supervised residents' work and learning, and for their reflections on this experience. The verbatim interview transcripts and researchers' memos formed the data set. Template analysis produced a description and interpretation of remote supervision. Thirteen Australian family physicians from five states and one territory, and three Canadians from one province, participated. The main themes were how remoteness changed the dynamics of care and supervision; the importance of ongoing, holistic, nonhierarchical, supportive supervisory relationships; and that residents learned "clinical courage" through responsibility for patients' care over time. Distance required supervisors to articulate and pass on their expertise to residents but made monitoring difficult. Supervisory continuity encouraged residents to build on past experiences and confront deficiencies. Remote supervision enabled residents to develop as clinicians and professionals. This questions the supremacy of co-location as an organizing principle for residency education. Future specialists may benefit from programs that give them ongoing and increasing responsibility for a group of patients and supportive continuity of supervision as residents.

Career Development of Physician Scientists: A Survey of Leaders in Academic Medicine

This article focuses on the issue of psychological and pedagogical support of teachers’ professional development and activity in the conditions of armed conflict. The introduction mechanism of specified support is described which includes the narrowly specialized assistance and support of a teacher for his mental health, the prevention of the emotional burnout and the motivation to the further professional development during the process of the educational reform «New Ukrainian School». Teacher's personal and professional development support peculiarities in the armed conflict conditions have been considered in the article, as well as the training results of the educational process in innovative technologies on the basis of the competence approach (life skills development) through educational projects introduction and piloting. The structure and algorithm of psychological and pedagogical support for teachers’ personal and professional development in armed conflict conditions have been developed.

Career development and career intervention have been affected by globalization in culture, politics, and economics. Career development among Chinese people, especially youth, shows particular characteristics with the influences of Chinese cultural features such as collectivistic values. The authors review the challenges of career development and intervention in different types of Chinese societies, including a shortage of indigenous theoretical models and assessment instruments; a lack of professional training and education for researchers, practitioners, educators, and counselors; and less positive attitudes toward career counseling and education. The authors then overview the content of this special issue, focusing on career development and intervention of Chinese people living in Shanghai, Taiwan, Hong Kong, Macau, the United States, Canada, and Singapore. The articles address specific challenges, barriers, and features of career intervention, education, and development in these Chinese societies. Approaches and strategies for improving career development and intervention in these different contexts are discussed.

This study suggested a five-strand model for secondary school ELT teachers to develop teachers’ professional development (TPD) at their own pace, particularly aiming to improve teachers’ speaking and listening skills. The reasons for this PD project were given. Different theoretical models related to teachers’ career development were reviewed and compared with the assistance of AI-powered tools such as ChatGPT, Copilot, Gemini, and DeepSeek to identify common ideas aligned with previous research before constructing the suggested model. Five common strands that help build an effective TPD model have emerged, including needs analysis, workshops, practices, personal learning communities, collaboration, and assessment tools. This project also provided theoretical frameworks for teachers to construct conceptual frameworks for their own PD model design. Based on principles of rhizomatic education, resources for each strand of this five-strand model were provided as ‘doors’ for teachers to implement further explorations. Limitations and recommendations for TPD were also given in this paper.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0170/a.php" alt="Hit counter" /></p>

The aim of this paper is to present a learning model for programming based laboratory courses where cognitive enhancement is succeeded through active evaluation of programming assignments among peers. The model comprises three successive phases: training of students in peer-evaluation processes, in-class collaborative peer evaluation, and distance peer evaluation. A first experiment on the effectiveness of the model has been carried out in the context of an Artificial Intelligence laboratory course during the spring semester of 2012, with promising results. Students expressed their satisfaction with peer evaluation activities and especially with collaborative evaluation in class, by means of a questionnaire delivered to them at the end of the semester. Future steps will be to apply the model to additional programming courses of the curriculum in order to acquire more data and study in depth the obtained benefits with regard to the students' cognitive, behavioral and social enhancement.

Engineering educators have acknowledged the importance and need for career training and development programs as a one way to be relevant in this current education transformation and growth. Various numbers of career development programs have been successfully planned and introduced. However, most educators face limitations in choosing the right program that meets their career requirements and preferences. Therefore, this paper is aimed to discuss the preference profiling proposal for career development service design. This paper has discussed the proposed methodology to determine the educator’s preferences to develop a career development program’s preference model based on the educator’s profile. Besides, this paper has presented the preliminary results on the aspects that educators will consider when choosing these programs. A total of 28 experts have participated in this preliminary survey and determined the most aspects of choosing career development. This research proposal is helpful as a reference for designing the career development programs.

The purpose of this study was to examine opportunities and challenges in practicing Continuous professional Development (CPD) in selected schools in Addis Ababa City Administration. Questionnaire pilot tested in two primary schools was administered to 300 randomly selected primary school teachers in Addis Ababa. With regard to the variable "Teachers' self-reflection", male respondents tend to use self reflection techniques more than female respondents to improve their career development. The mean score for teachers teaching at the second cycle was found to be statistically higher than that of teachers working in the first cycle of primary education indicating that teachers in the second cycle tend to use peer discussion, self-assessment of one's own daily routines, and use of portfolio more often than their counterparts teaching in the first cycle. The mentoring process stood as number one contributing factor for teacher professional development followed by action research and school in-house workshops. Lack of knowledge and experience on the theoretical underpinnings, implementation inconsistencies, lack of budget to run the program at school level, lack of incentive procedures to recognize teachers who made utmost efforts to change themselves and their colleagues were major problems identified from the qualitative data. Despite these problems, the new CPD has entailed a number of opportunities and useful experiences in terms of empowering school teachers and ameliorating school-based problems related to the teaching learning process. Future implications of the research were also suggested.