Learning Forward
Equity and excellence in teaching and learning.
Time
April 2007
Vol. 28 No. 2
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In This Issue
ARTICLES
Teachers steer their own learning
Conrad Ball Middle School in Loveland, Colo., earned a“School to Watch” Award in 2005 from the National Forum to Accelerate Middle-Grades Reform and was designated as high-performing by the state. […]
Data delivers a wake-up call
I t’s 7 a.m. Thursday and the team of four 9th-grade American history teachers is meeting in a classroom to discuss results of their most recent common assessment. They compare […]
Create time for professional learning
What are your criteria for deciding how to schedule time for professional learning? Some of the criteria you might use are these: Enables all teachers in a grade level or […]
Teacher leadership: Striving so take the right action
One of my favorite questions on various listservs I have participated in is, “What would you do if you knew you could not fail?” The question implies that the risk […]
What actions would take your district in a better direction?
What consequences occur because of actions you’ve taken in your professional life? How will students be affected by the choices you make this week and this year? How will the […]
Getting to impact: Using the evaluation standard to measure results
I serve on a local nonprofit foundation board that awards grants to community organizations that sponsor programs to discourage teen pregnancy. Over the years, the foundation has developed research-based rubrics […]
When every day is professional day
I n the Monroe Township (N.J.) Public Schools, teachers’ learning occurs daily, not just on one day in October and February. Central office and schoollevel administrators foster job-embedded teacher growth. […]
Results-oriented agendas transform meeting into valuable collaborative events
Creating a culture of inquiry rather than continuing to work in a culture of isolation represents a significant change within schools that must be supported. Systems successful in improving student […]
Shaping the workday
Kathryn SeverN ew York’s Maine-Endwell Central School District has faced a decreasing budget, even as its needs have increased. As opportunities forpaid summer or after-hours professional development work evaporated, the […]
Complex project, concrete steps
Ongoing site-based professional development is a much more complex endeavor than old-style teacher workshops conducted in isolation from the immediate context of the school. Sitebasedprofessional development asks teachers to identify […]
External review becomes a lever
For districts seeking to improve the quality of teaching that will directly affect student achievement, the key is shifting random acts of professional development into coherent, ongoing professional learning. Without […]
4 places to dig deep
The idea of teachers working together to improve teaching and learning seems so sensible that few would argue against it. So why don’t schools provide regular and ample opportunities for […]
Finding time for teams
On Friday nights across America, teams of football coaches lead their athletes onto the playing field for a performance that will be viewed and judged by their communities. The coaches […]
5 elements combine in a formula for coaching
Brenda Black-Morrison is acoach, but not in football, basketball, or soccer. She is a science coach at a rural elementaryschool in Pacolet, S.C. As science coach, she spends her days […]
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