This article explores a two-year professional development initiative with four state geographic alliances. Professional development planners, whether planning for a large- or small-scale initiative or one with unlimited or limited funding, will benefit from learning about this successful
professional development activity and how the impact in the lives of teachers and students was measured. The actual process of this professional development and the assessment methods that were used throughout the entire two years are both noteworthy and could serve as a model for others.
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Document Type: Research Article
School of Teacher Education, Western Kentucky University, Bowling Green, KY, USA
Department of Geography-Geology, Illinois State University, Normal, IL, USA
College of Education, Illinois State University, Normal, IL, USA
April 3, 2014