Teachers Teaching Teachers, December/January 2009, Vol. 4, No. 4
Making a serious study of classroom scenes: High school faculty develops a way to observe and learn from each other
When teachers at Granby High School in Granby, Conn., wanted to take their collaborative learning to a deeper level, they developed a process of observing one another teach, followed by a group discussion. Learn how the school tackled the scheduling challenges that allowed all teachers to observe another teacher once a month and see how the teachers refined their process the longer they practiced.
By Valerie von Frank
Tools for peer sharing
Effective peer sharing requires careful planning and protocols. Use these four tools to understand the process and implement observations and discussions. Tools include norms, process, protocol, and a discussion guide for teacher observation.
Voice of a teacher leader: It's that simple -- avoid complexity
Ferriter suggests educators become "vigilante wobblestoppers," focused more closely on teaching and learning rather than making more out of simple decisions. Find out how to become the wobblestopper on your team by reading this month's column. (Available to the public.)
By Bill Ferriter
Focus on NSDC's standards: 6 ways to ignite teachers, coaches
As she explores the Learning standard, Killion details six strategies that coaches can employ with teachers, often in collaborative contexts. Dive into these practical ideas in this month's column on NSDC's standards. (Available to the public.)
By Joellen Killion
Lessons from a coach: Mentors help shape his coaching
Mark Vitella, a coach within the Greater Essex County District School Board in Ontario, Canada, talks about his experiences getting started as a coach. He also shares some strategies that work to make his partnerships with teachers productive.
Research brief: Learning requires time, quality
The American Educational Research Association (AERA) has reviewed the research related to time and student learning. Read the article to understand the difference between allocated time and academic learning time as well as guidance on the most productive use of time in classrooms.
By Carla Thomas McClure
