Small Schools Project examines instructional change through relationships, relevance, and rigor
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Relationships
Relevance
Rigor
The Small Schools Project, part of the Coalition of Essential Schools Northwest, provides technical assistance to new small high schools and conversion schools.
Resources include school and district coaching, professional development activities for educators and administrators, publications, and the web site, www.smallschoolsproject.org.
At the web site you can also find the study described in this article, entitled “Adult Learning: Turning the Corner to Instructional Change.”
Professional communities are groups of teachers, teacher leaders, and other professionals working together in redesigned small high schools who:
Barth, R. (2006, March). Improving professional practice. Educational Leadership, 63(6), 8-13.
Karschney, K. & Squires, K. (2005). West Valley instructional framework: Rigor, relevance, relationships. Seattle, WA: Small Schools Coaches Collaborative.
Marzolf, E.A. (with Lambert, M.B.). (2005, Winter). Reading the water: Coaching schools through their improvement efforts. Seattle, WA: Small Schools Project.
National Research Council. (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.
Wagner, T. (2002, November 27). Secondary school change: Meeting the challenge with the three R’s of reinvention. Education Week, 22(13), 30, 40.
Wallach, C. A. & Gallucci, C. (with Copland, M., Lambert, M.B., & Lowry, L.K.). (2004). Elevating the conversation: Building professional community in small high schools. Seattle, WA: Small Schools Project.
Wallach, C.A., Lambert, M.B., Copland, M., & Lowry, L.K. (2005). Distributing leadership: Moving from high school hierarchy to shared responsibility. Seattle, WA: Small Schools Project.
Wiggins, G. & McTighe, J. (2006, March). Examining the teach- ing life. Educational Leadership, 63(6), 26-29.
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