The NEMP Experience: Professional Development of Teachers through the National Education Monitoring Project

Abstract

A key element of the National Education Monitoring Project in New Zealand is the employment of specially trained, practising teachers to work intensively with 60 children over a five week period in at least five different schools. This study attempts to document the nature and level of professional development gained by these teachers by this experience through the use of weekly diaries, a series of questionnaires, and interviews with “case study” teachers. The data reveal that the professional development opportunities rendered benefits which were numerous, broad and multi-faceted. They ranged from the personal and professional, specific and general, immediate and longer-term, assessment-related and beyond.