Because of California’s continuing shortage of qualified teachers, a large share of the public focus has centered on finding new teachers. But now a great deal is being demanded of experienced teachers as the state increases academic standards and expects results through accountability programs. Those veteran teachers, like most professionals, need professional development — training — that makes them effective and keeps them up to date with changes in their field.

In the past few years, the state has invested hundreds of millions of dollars in training, particularly training aimed at literacy and mathematics instruction. Much of that direct state assistance came through either the state’s Subject Matter Projects or the Professional Development Institutes, both administered by The University of California’s Office of the President. In the last year, however, all funding for the California Professional Development Institutes and a substantial portion for the California Subject Matter Projects have been cut from the budget.

While state dollars have been cut from these University of California programs, professional development dollars sent directly to school districts have increased, but with strings attached. The Legislature created the Mathematics and Reading Professional Development Program (AB 466) that allows districts to purchase training from organizations that have met detailed state guidelines and have been approved by the California Board of Education.

Beyond these high-profile programs, districts also receive other state and federal dollars for professional development that do not have strict state controls. These include state funds for the Peer Assistance and Review program and federal dollars that can be used for training teachers and principals.