Teachers Teaching Teachers, February 2009, Vol. 4, No. 5
Call to action: Landmark study on professional learning calls to teacher leaders
NSDC has commissioned a three-year study of the status of teachers' professional learning in the United States. In the first phase of the study, Linda Darling-Hammond and a team of Stanford researchers report that high-performing countries have a markedly different system of allowing teachers time to collaborate to plan instruction and refine lessons. What can teachers in the U.S. do to reach the same levels? Joellen Killion suggests an answer.
By Joellen Killion
Tools: Hone your understanding of effective professional learning
Understanding the meaning of effective professional learning is the first step toward creating the kind of support that will make a difference for teachers and students. Use these two tools to help teams read the research report and use it to plan next steps.
Voice of a teacher leader: Mountaintop cheers fall flat
What does the leadership look like in your learning community? Columnist Bill Ferriter decries those who stand off to the side and calls for hands-on assistance to build teams and cultures of improvement. (Available to the public.)
By Bill Ferriter
Focus on NSDC's standards: Many hands improve leadership
The responsibility for leadership in a school does not rest solely with the principal. Elaborating on NSDC's standard, Joellen Killion calls for many hands to share the role. Find out ways teachers can have influence beyond their own classrooms and add to the school's success. (Available to the public.)
By Joellen Killion
Lessons from a coach: The relationship starts with respect
Romeo Cochrane tells how he builds essential relationships, one conversation at a time. He shares several factors he believes are key to creating the kind of understanding that makes his work as a coach successful.
Research brief: Adults collaborate, students gain
To be effective, teacher teams need time and resources to work together. But what does the research say about the effect of teacher collaboration on student achievement? Two key studies from a team of researchers and the U.S. Department of Education provide some answers.
By Carla McClure
