Two models for professional development in the arts are described in this paper. One model involves summer institutes complemented by autumn/winter workshops and teacher‐led action research projects, in partnership with performing arts organizations and museums. Another model engages all staff members in a school in workshops and individual learning projects over the school year. In both programmes, teachers and artists are brought together with the aim of increasing artistic sensibilities and skills of teachers. Data collected over a two‐year period included observations, questionnaires, interviews, and portfolios. From these data and the research literature, a three‐level matrix to describe teacher transformation was developed. Each participant was placed in the transformation matrix, based on a detailed analysis of the many forms of data collected. The application of the matrix is illustrated by profiling four teachers, selected independently by three researchers, as representative of the full range of participants. It is concluded that profound changes to teachers’ practices and beliefs can arise from either model, and that lasting change occurred for some participants after two years of professional development.
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