The Commitment Continuum for Professional Growth (CCPG) is an original framework created by April Kingsborough. It synthesizes current research on adult learning, motivation, instructional coaching, reflection, and leadership to model how educators develop commitment to continuous learning.
This framework serves as a starting point for further research. April seeks partnerships with educators and researchers to explore how professionals evolve from “required participation” to “committed learners.” The theory of the CCPG has not been empirically tested.
The Research Behind the CCPG
The Commitment Continuum for Professional Growth synthesizes insights from key researchers in adult learning, motivation, and educational leadership. Explore the core references that inform this framework.
Self-Efficacy & Motivation
Teacher Professional Development
Instructional Coaching & Reflection
Adult Learning Principles
Bandura's work on self-efficacy and Deci & Ryan's self-determination theory underscore the internal drives for sustained professional growth.
Insights from Guskey and Desimone on effective professional development and its impact on teacher change are central to the CCPG's design.
Knight's models for instructional coaching and Schön's reflective practice principles are foundational to cultivating teacher ownership.
Knowles's adult learning theory guides the CCPG's approach to creating relevant and engaging professional growth experiences.
Start where compliance ends.
Educational leaders measure professional learning by how it cultivates educators who reflect, improve, and lead others. Commitment to continuous learning transforms students.