To expand the cultural and international knowledge and skills of K-12 students, the California International Studies Project provides a variety of professional growth opportunities for teachers and teacher leaders. The project starts from the premise that strong institutional support structures are needed to achieve enduring educational reform. Professional growth in international studies is a patient, deliberate process that requires systematic and continuous experiences in subject matter and instructional strategies that are relevant to international knowledge and skills. For these reasons, participating teachers are drawn largely from schools and districts that make commitments to collaborate with regional project sites to support and nurture the professional development of their teachers for periods of several years. From these affiliated schools and districts, teachers and teacher leaders are recruited in collegial leadership teams to participate in project sponsored programs and activities. Programs model interactive, participatory learning processes, with teachers engaged in the kind of active, dynamic exploration of subject matter content and instructional processes that is equally relevant for their students. The team approach brings together the diverse and complementary knowledge, skills, talents and strengths of a collaborating group of teacher leaders. Operating within its school or district home environment, the team sustains, and extends to a wider group of fellow teachers, a rich professional dialogue about reforms in teaching and learning.

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