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Role Group Strategies: Community, Teachers, Principals, District Office, Policymakers
Community
Promote teacher evaluation systems that are based on standards of professional teaching and designed to enhance a teacher’s knowledge and skills.
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Education Update: New Goals for Teacher Evaluation
Mann, L. (1999, March). Education Update, 41(2).
http://www.ascd.org/publications/ed_update/199903/mann.html
This article outlines a process of teacher evaluation known as Collaborative Peer Review and profiles its implementation in California’s Vine Hill Elementary School. Comprised of team evaluations and observations completed by teachers, this process is more meaningful for teachers because of its connection to actual practice. The article also includes a description of teacher portfolios as a tool for evaluation and teacher observations.
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Portfolios Help Teachers Reflect on What Makes Good Teaching
Delisio, E. (2000, November 21). Education World.
http://www.educationworld.com/a_admin/admin/admin201.shtml
Many states are moving to a portfolio system of evaluation for new teachers, which are believed to give schools a more accurate picture of a teacher’s strengths and weaknesses and to help teachers learn to reflect on their practice. This article outlines Connecticut’s portfolio program, identified as one of the nation’s most comprehensive, and includes interviews with teachers who have worked through the process and those who have scored portfolios.
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Professional Evaluation: Professional Growth Plans Offer Alternative to Teacher Checklists
Barkley, S.G., and Cohn, R. (1999, September). American Association of School Administrators
http://www.aasa.org/publications/sa/1999_09/foc_barkley.htm
Traditionally, teacher evaluation has consisted of one or two brief classroom observations per year, which do little to increase a teacher’s ability as a skilled practitioner. This article examines an innovative approach to teacher evaluation used in Bethpage, NY which allows experienced teachers to select from four alternative evaluation models: peer coaching teams, action research, personal growth plans, or portfolios.
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Teacher Standards and Assessment Systems Case Studies and Papers
Consortium for Policy Research in Education.
http://www.wcer.wisc.edu/cpre/tcomp/research/standards/district/studies.asp
This website provides access to case studies of school districts in Minnesota, Virginia, and Nevada that have implemented standards-based teacher evaluation systems and papers investigating the relationship between standards-based evaluation scores and student learning.
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Core Standards for Teachers in North Carolina
The North Carolina Professional Teaching Standards Commission. (1999).
http://www.ncptsc.org/EveryTeacher.htm
The state of North Carolina, working with administrators, policymakers, teachers and parents, developed a set of core standards for professional teaching practice based on the work of the National Board for Professional Teaching Standards and the Interstate New Teacher Assessment and Support Consortium. This website describes the six standards that should be used by schools and districts to guide teacher evaluation and professional development.
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INTASC Standards Development
Council of Chief State School Officers
http://www.ccsso.org/projects/Interstate_New_Teacher_Assess
ment_and_Support_Consortium/Projects/Standards_Development/
The Interstate New Teacher Assessment and Support Consortium was established in the early 1990’s by the Council of Chief State School Officers to help define standards of professional teaching practice. This website displays the standards defined by INTASC for teachers in nine different areas of education. These standards provide a foundational understanding of what good teachers should know and be able to do.
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Teachers Observing Teachers: A Professional Development Tool for Every School
Israel, M. (2003, February 4). Education World
http://www.educationworld.com/a_admin/admin/admin297.shtml
This article explains the benefits of having teachers observe other teachers, not to evaluate performance, but to provide professional development and encourage growth.
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Community
Promote National Board Certification as a method of teacher evaluation and professional growth.
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Virginia School Sees Board-Certified Teachers As Key to Turnaround
Archer, J. (2001, May 30). Education Week.
http://www.edweek.org/ew/ewstory.cfm?slug=38leadboard.h20&keywords=Fairfax
This article describes how National Board Certified Teachers in one Virginia school are taking on leadership roles by providing professional training for their colleagues. The school aims to become a model of how National Board Certified Teachers can help an entire school improve student learning.
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Better Assessment for Better Teaching
Castor, B. (2002, December 11). Education Week
http://www.edweek.org/ew/ewstory.cfm?slug=15castor.h22&
keywords=national%20board%20certification
This article from Education Week examines many of the weaknesses of standard teacher evaluation systems and describes the benefits of encouraging teachers to earn certification from the National Board for Professional Teaching Standards as a method of improving teaching quality and student learning.
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NBPTS: Building better teachers
Starr, L. (2004, April). Education World.
http://www.educationworld.com/a_issues/chat/chat100.shtml
This Education World interview with Joseph A. Aguerrebere Jr., President of the National Board for Professional Teaching Standards, outlines the process of board certification, as well as the benefits for teachers and students. It is a brief and informative look at the potential that board certification has for changing teaching and learning in America.
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Supporting National Board Certification: Business and Community Member
National Board for Professional Teaching Standards
http://www.nbpts.org/iam/leader.cfm
This article from the National Board for Professional Teaching Standards introduces business and community members to the process of Board Certification. It includes a description of the National Board Certification process, an opportunity to invite a teacher to pursue certification, and a list of suggestions for how businesses and community members can support Board Certification.
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Supporting National Board Certification: Parents
National Board for Professional Teaching Standards
http://www.nbpts.org/iam/parent.cfm
This article from the National Board for Professional Teaching Standards introduces Board Certification to parents. It includes a description of the National Board Certification process, a link to a resource that allows parents to investigate their individual school’s strengths and weaknesses, and an opportunity to invite a teacher to pursue board certification.
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Community
Engage policymakers in conversations related to the development of teacher evaluation systems that are based on student learning and designed to enhance a teacher’s knowledge and skills.
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ASCD Capwiz Advocacy Toolkit
Association for Supervision and Curriculum Development. (2004).
http://capwiz.com/ascd/home/
These pages help those interested in education reform become involved in the policy-making process. The site provides links to elected officials, tracks current issues and legislation, and highlights important elections and candidates. It also includes a feature that identifies the major media outlets serving every zip code and allows users to send an advocacy email directly from this site.
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Making the Connection: A Guide to Involving Policymakers in a Community Dialogue on Education
Southwest Educational Development Laboratory
http://www.sedl.org/pubs/policy93/policy93.pdf
Engaging policymakers in dialogue on education is a practical action step that communities can take to influence school reform. This resource provides step by step instructions on engaging policymakers in dialogue on education issues. The authors provide a description of different roles for participants, advice on how to make the most of participation both during and after the dialogue, and a recruiting planner to assist in inviting policymakers to the discussion.
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Calling the Role: Study Circles for Better Schools
Pan, D.T. and Mutchler, S.E. (2000).
The Southwest Educational Development Laboratory (SEDL)
http://www.sedl.org/pubs/policy96/callingrole.pdf
Engaging policymakers in conversations with community members related to school issues is critical for communities interested in school reform. Many have advocated for the implementation of community study circles as a strategy for engagement. This policy research report discusses the potential of the study circles method to enhance communication between policymakers and the community. The authors describe SEDL's implementation of the study circles model in their "Calling the Role" program, review literature pertaining to deliberative dialogues, and discuss policymakers' perceptions of the process.
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Teachers
Pursue certification from the National Board for Professional Teaching Standards.
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Teacher Diary: On the Road to National Certification
Starr, L. (2003, August). Education World.
http://www.educationworld.com/a_curr/diary_2003/teacherdiary.shtml
This website connects to five diaries written by teachers working through the process of Board Certification in 2003. Accompanied by an overview of the process of Board Certification, these diaries allow readers to understand the changes that teachers working for certification undergo and the type of reflection that the process encourages.
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Beginning the Journey toward National Board Certification
National Board for Professional Teaching Standards. (2003, August 26).
http://www.nbpts.org/candidates/guide/
This guide from the National Board for Professional Teaching Standards describes the certificates, standards, and steps involved in the process of National Board Certification.
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Better Assessment for Better Teaching
Castor, B. (2002, December 11). Education Week
http://www.edweek.org/ew/ewstory.cfm?slug=15castor.h22&
keywords=national%20board%20certification
This article from Education Week examines many of the weaknesses of standard teacher evaluation systems and describes the benefits of encouraging teachers to earn certification from the National Board for Professional Teaching Standards as a method of improving teaching quality and student learning.
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NBPTS: Building better teachers
Starr, L. (2004, April). Education World.
http://www.educationworld.com/a_issues/chat/chat100.shtml
This Education World interview with Joseph A. Aguerrebere Jr., President of the National Board for Professional Teaching Standards, outlines the process of board certification, as well as the benefits for teachers and students. It is a brief and informative look at the potential that board certification has for changing teaching and learning in America.
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Teachers
Support teacher evaluation systems that are based on recognized standards of professional practice and enhance teacher knowledge and skills by encouraging portfolio assessment, peer observations and coaching opportunities.
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Education Update: New Goals for Teacher Evaluation
Mann, L. (1999, March). Education Update, 41(2).
http://www.ascd.org/publications/ed_update/199903/mann.html
This article outlines a process of teacher evaluation known as Collaborative Peer Review and profiles its implementation in California’s Vine Hill Elementary School. Comprised of team evaluations and observations completed by teachers, this process is more meaningful for teachers because of its connection to actual practice. The article also includes a description of teacher portfolios as a tool for evaluation and teacher observations.
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Outstanding Teacher Program
Douglas County School System
http://www1.dcsdk12.org/cgi-bin/WebObjects/DCSD.woa/10/wa/staticPage?
wosid=YHatM8nNWmkq3v1tWQDrXg&pageName=hr_lic_PerfPay
The Douglas County School System, just outside of Denver, Colorado, was one of the first school systems in America to adopt a pay for performance plan in the recent wave of school reform. This website outlines the pay for performance plan and describes the district's Outstanding Teacher Program, in which teachers create portfolios documenting their accomplishments in the classroom. The detailed descriptions of these portfolios provide schools and communities with adaptable tools to use to improve their own teacher evaluation systems.
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Portfolios Help Teachers Reflect on What Makes Good Teaching
Delisio, E. (2000, November 21). Education World.
http://www.educationworld.com/a_admin/admin/admin201.shtml
Many states are moving to a portfolio system of evaluation for new teachers, which are believed to give schools a more accurate picture of a teacher’s strengths and weaknesses and to help teachers learn to reflect on their practice. This article outlines Connecticut’s portfolio program, identified as one of the nation’s most comprehensive, and includes interviews with teachers who have worked through the process and those who have scored portfolios.
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Professional Evaluation: Professional Growth Plans Offer Alternative to Teacher Checklists
Barkley, S.G., and Cohn, R. (1999, September). American Association of School Administrators
http://www.aasa.org/publications/sa/1999_09/foc_barkley.htm
Traditionally, teacher evaluation has consisted of one or two brief classroom observations per year, which do little to increase a teacher’s ability as a skilled practitioner. This article examines an innovative approach to teacher evaluation used in Bethpage, NY which allows experienced teachers to select from four alternative evaluation models: peer coaching teams, action research, personal growth plans, or portfolios.
|
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Core Standards for Teachers in North Carolina
The North Carolina Professional Teaching Standards Commission. (1999).
http://www.ncptsc.org/EveryTeacher.htm
The state of North Carolina, working with administrators, policymakers, teachers and parents, developed a set of core standards for professional teaching practice based on the work of the National Board for Professional Teaching Standards and the Interstate New Teacher Assessment and Support Consortium. This website describes the six standards that should be used by schools and districts to guide teacher evaluation and professional development.
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School Based Coaching – A Lit Review
Green, Terry. (2004). National Staff Development Council
http://www.nsdc.org/library/schoolbasedlitreview.pdf
This document presents a review of literature supporting school-based staff developers or coaches. The author provides detailed definitions of key terms and then discusses research pertaining to a variety of coaching models. The publication also includes a list of practical tools for use by schools and districts.
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Teachers Observing Teachers: A Professional Development Tool for Every School
Israel, M. (2003, February 4). Education World
http://www.educationworld.com/a_admin/admin/admin297.shtml
This article explains the benefits of having teachers observe other teachers, not to evaluate performance, but to provide professional development and encourage growth.
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Teachers
Become reflective practitioners by participating in action research as individuals or as members of school-based study groups. Create Critical Friends groups to encourage informal evaluation of teaching practice and student achievement.
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Their Key to Survival: Each Other
Gingold, H. (2004, June). Classroom Leadership, 7(9).
http://makeashorterlink.com/?U1263262B
This article from the Association for Supervision and Curriculum Development describes the work of four teachers in Liverpool, N.Y. who created a “collaborative teacher network” designed to support one another throughout the school year. The four teachers worked as a team, planning lessons and instruction, evaluating the results of their teaching, and refining their professional practice. They set aside time each week to meet with one another, and kept in regular contact via email and phone calls. As a result, their teaching improved and they each developed skills required of reflective practitioners.
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Redesigning Professional Development: Critical Friends
Bambino, D. (2002, March). Educational Leadership, 59(6), 25-27.
http://www.nsrfharmony.org/gene/Bambino_2002.pdf
Because of their shared experiences, teachers can often provide the most effective instructional support to their colleagues. One model for this type of collaboration is the Critical Friends Group. This article introduces the concept and benefits of Critical Friends groups and tells the stories of three schools that have implemented Critical Friends groups with great success.
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Action Research Tools and Resources
The Teacher Leaders Network
http://www.teacherleaders.org/Resources/ARgroup/ARresources.html
The members of the Teacher Leaders Network, a major initiative of the Southeast Center for Teaching Quality, recently examined the process and potential of action research as a school improvement tool. This web page features an extensive list of action research resources. Included are articles related to action research, sample action research projects, and reviews of books that are designed to introduce educators to the process of action research.
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Themes in Education: Action Research
Ferrance, E. (2000). Themes in Research. Northeast and Islands Regional Educational Laboratory.
http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
This booklet introduces the concept of action research, a process of careful reflection on practice that encourages collaboration and allows teachers to address issues that are pertinent to their settings. It provides an overview of the history of action research, an explanation of a process for completing it, stories from two teachers who have completed action research, and links to additional action research resources.
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What is Action Research?
Sagor, R. (2000). Guiding School Improvement with Action Research. Association for Supervision and Curriculum Development.
http://www.ascd.org/portal/site/ascd/template.chapter/
menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapter
MgmtId=74edb2cc2fcaff00VgnVCM1000003d01a8c0RCRD
This chapter from the book Guiding School Improvement with Action Research by Richard Sagor introduces the concept of and processes involved in action research. He discusses the impact action research has on building reflective practitioners, achieving school-wide priorities, and building professional cultures and outlines a seven-step process common to any action research project.
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Principals
Create structured summative evaluation procedures designed to provide specific feedback and guidance to teachers.
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Educator Quality: Summative Teacher Evaluation
Southeast Regional Vision for Education
http://www.serve.org/EdQuality/Educator/summative.php
This webpage describes SERVE's model of summative evaluation. It explains the types of data considered in such an evaluation and provides an assessment matrix based on the INTASC standards and the core propositions of the National Board for Professional Teaching Standards.
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Sample Teacher Evaluation
Jarrell, C. (2000). The Principal’s Office.
http://urbanschools.osu.edu/principl/toolkit8.htm
This website provides a sample of a quality evaluation that could be provided by an administrator to a teacher struggling with student engagement. Its purpose is to help administrators see the types of feedback that are productive and likely to result in real instructional change.
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Principals
Make evaluation an ongoing component of school culture. Develop the informal evaluation capacity of teachers by encouraging peer observation and coaching.
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Education Update: New Goals for Teacher Evaluation
Mann, L. (1999, March). Education Update, 41(2).
http://www.ascd.org/publications/ed_update/199903/mann.html
This article outlines a process of teacher evaluation known as Collaborative Peer Review and profiles its implementation in California’s Vine Hill Elementary School. Comprised of team evaluations and observations completed by teachers, this process is more meaningful for teachers because of its connection to actual practice. The article also includes a description of teacher portfolios as a tool for evaluation and teacher observations.
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Teacher Coaching: A Tool for Retention
Griffin, N.C., Wohlstetter, P., and Bharadwaja, L.C. (2001, January). The School Administrator
http://www.aasa.org/publications/sa/2001_01/griffin.htm
This article from the American Association of School Administrators describes a decentralized model of teacher coaching being used in several Los Angeles schools. This model, known as DELTA, provides new teachers with one-on-one coaching from an experienced teacher and a personalized support plan that emphasizes skill development rather than evaluation.
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Their Key to Survival: Each Other
Gingold, H. (2004, June). Classroom Leadership, 7(9).
http://makeashorterlink.com/?U1263262B
This article from the Association for Supervision and Curriculum Development describes the work of four teachers in Liverpool, N.Y. who created a “collaborative teacher network” designed to support one another throughout the school year. The four teachers worked as a team, planning lessons and instruction, evaluating the results of their teaching, and refining their professional practice. They set aside time each week to meet with one another, and kept in regular contact via email and phone calls. As a result, their teaching improved and they each developed skills required of reflective practitioners.
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Coaching: A Strategy for Developing Instructional Capacity
Neufeld, B. and Roper, D. (2003, June). Annenberg Institute for School Reform
http://www.annenberginstitute.org/images/Coaching.pdf
This report provides a guide through the process of instructional coaching. The authors explain what coaches do, how they are prepared, important factors and challenges in implementation, and the benefits and expected outcomes of coaching programs.
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School Based Coaching – A Lit Review
Green, Terry. (2004). National Staff Development Council
http://www.nsdc.org/library/schoolbasedlitreview.pdf
This document presents a review of literature supporting school-based staff developers or coaches. The author provides detailed definitions of key terms and then discusses research pertaining to a variety of coaching models. The publication also includes a list of practical tools for use by schools and districts.
|
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Teachers Observing Teachers: A Professional Development Tool for Every School
Israel, M. (2003, February 4). Education World
http://www.educationworld.com/a_admin/admin/admin297.shtml
This article explains the benefits of having teachers observe other teachers, not to evaluate performance, but to provide professional development and encourage growth.
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Principals
Encourage and support teachers who pursue certification from the National Board for Professional Teaching Standards.
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Teacher Diary: On the Road to National Certification
Starr, L. (2003, August). Education World.
http://www.educationworld.com/a_curr/diary_2003/teacherdiary.shtml
This website connects to five diaries written by teachers working through the process of Board Certification in 2003. Accompanied by an overview of the process of Board Certification, these diaries allow readers to understand the changes that teachers working for certification undergo and the type of reflection that the process encourages.
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Virginia School Sees Board-Certified Teachers As Key to Turnaround
Archer, J. (2001, May 30). Education Week.
http://www.edweek.org/ew/ewstory.cfm?slug=38leadboard.h20&keywords=Fairfax
This article describes how National Board Certified Teachers in one Virginia school are taking on leadership roles by providing professional training for their colleagues. The school aims to become a model of how National Board Certified Teachers can help an entire school improve student learning.
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Beginning the Journey toward National Board Certification
National Board for Professional Teaching Standards. (2003, August 26).
http://www.nbpts.org/candidates/guide/
This guide from the National Board for Professional Teaching Standards describes the certificates, standards, and steps involved in the process of National Board Certification.
|
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Better Assessment for Better Teaching
Castor, B. (2002, December 11). Education Week
http://www.edweek.org/ew/ewstory.cfm?slug=15castor.h22&
keywords=national%20board%20certification
This article from Education Week examines many of the weaknesses of standard teacher evaluation systems and describes the benefits of encouraging teachers to earn certification from the National Board for Professional Teaching Standards as a method of improving teaching quality and student learning.
|
|
|
NBPTS: Building better teachers
Starr, L. (2004, April). Education World.
http://www.educationworld.com/a_issues/chat/chat100.shtml
This Education World interview with Joseph A. Aguerrebere Jr., President of the National Board for Professional Teaching Standards, outlines the process of board certification, as well as the benefits for teachers and students. It is a brief and informative look at the potential that board certification has for changing teaching and learning in America.
|
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Supporting National Board Certification: Principals
National Board for Professional Teaching Standards
http://www.nbpts.org/iam/principal.cfm
This webpage provides a comprehensive set of resources that principals can use to encourage teachers to pursue National Board Certification. It includes brochures detailing what principals should know about Board Certification, specific steps that principals can take to encourage teachers, contact information for principals that have successfully supported teachers pursuing certification, lists of the benefits of having NBCT’s on staff, and links to incentives offered at the state and local level for teachers pursuing certification.
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Principals
Engage all teachers in the process of personal objective setting. Ensure that teacher growth objectives are based on recognized standards of professional practice, and encourage teachers to document growth through the development of professional portfolios.
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Portfolios Help Teachers Reflect on What Makes Good Teaching
Delisio, E. (2000, November 21). Education World.
http://www.educationworld.com/a_admin/admin/admin201.shtml
Many states are moving to a portfolio system of evaluation for new teachers, which are believed to give schools a more accurate picture of a teacher’s strengths and weaknesses and to help teachers learn to reflect on their practice. This article outlines Connecticut’s portfolio program, identified as one of the nation’s most comprehensive, and includes interviews with teachers who have worked through the process and those who have scored portfolios.
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Professional Development Dossier Field Test Materials
New Mexico Public Education Department (2004).
http://www.teachnm.org/prof_dev_opportunities/dossier_pdd.htm
In setting up its new 3-Tiered Licensure System, New Mexico has created a system of teacher evaluation known as the Professional Development Dossier. Teachers hoping to advance to either the professional or master teacher levels have to create a dossier that outlines their work in three areas: Instruction, Student Learning and Professional Learning. This site guides teachers through the process of creating a dossier and would be of value to any administrator or community looking to improve their system of teacher evaluation.
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Professional Evaluation: Professional Growth Plans Offer Alternative to Teacher Checklists
Barkley, S.G., and Cohn, R. (1999, September). American Association of School Administrators
http://www.aasa.org/publications/sa/1999_09/foc_barkley.htm
Traditionally, teacher evaluation has consisted of one or two brief classroom observations per year, which do little to increase a teacher’s ability as a skilled practitioner. This article examines an innovative approach to teacher evaluation used in Bethpage, NY which allows experienced teachers to select from four alternative evaluation models: peer coaching teams, action research, personal growth plans, or portfolios.
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Teacher Objective Setting Manuals
Denver Public School System. (2003).
http://www.dpsteacherobjectives.org/DPS_HandbooksToolkit.html
The Denver Public School System adopted a revolutionary teacher evaluation system that provides teachers with the opportunity to increase their pay through documented success in the classroom and by participating in high quality professional development. This webpage connects to elementary and secondary “Teacher Objective Setting” manuals used in the Denver Public Schools. Defining the process of teacher objective setting, these documents provide descriptions of high-quality objectives, checklists and worksheets for developing objectives, and rubrics for evaluation. These practical tools would be valuable to any administrator attempting to focus individual teacher growth on measurable and professional objectives.
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Teacher Evaluation: Using Mathematics and Science Teaching Standards to Assess Teachers
Northwest Regional Educational Laboratory. (1999, Fall
http://www.nwrel.org/msec/images/resources/pdf/fall1999.pdf
This tool walks teachers and school leaders through the process of creating teacher evaluation systems for mathematics and science instruction that are focused on specific standards. It provides guiding questions, evaluation strategies, and profiles the efforts of one school district in Oregon to create standards-based teacher evaluation..
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Core Standards for Teachers in North Carolina
The North Carolina Professional Teaching Standards Commission. (1999).
http://www.ncptsc.org/EveryTeacher.htm
The state of North Carolina, working with administrators, policymakers, teachers and parents, developed a set of core standards for professional teaching practice based on the work of the National Board for Professional Teaching Standards and the Interstate New Teacher Assessment and Support Consortium. This website describes the six standards that should be used by schools and districts to guide teacher evaluation and professional development.
|
|
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INTASC Standards Development
Council of Chief State School Officers
http://www.ccsso.org/projects/Interstate_New_Teacher_Assess
ment_and_Support_Consortium/Projects/Standards_Development/
The Interstate New Teacher Assessment and Support Consortium was established in the early 1990’s by the Council of Chief State School Officers to help define standards of professional teaching practice. This website displays the standards defined by INTASC for teachers in nine different areas of education. These standards provide a foundational understanding of what good teachers should know and be able to do.
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Standards and Teacher Evaluation
Association for Supervision and Curriculum Development. (2002, January).
http://www.ascd.org/publications/ed_update/200201/14.html
This article discusses the importance of linking teacher evaluation to school and district wide goals and of holding teachers accountable for their performance through meaningful evaluation.
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Principals
Create a climate of continuous inquiry and informal evaluation of teaching practice by encouraging teachers to engage in action research as individuals or as members of Critical Friends groups.
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Themes in Education: Action Research
Ferrance, E. (2000). Themes in Research. Northeast and Islands Regional Educational Laboratory.
http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
This booklet introduces the concept of action research, a process of careful reflection on practice that encourages collaboration and allows teachers to address issues that are pertinent to their settings. It provides an overview of the history of action research, an explanation of a process for completing it, stories from two teachers who have completed action research, and links to additional action research resources.
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Action Research Tools and Resources
The Teacher Leaders Network
http://www.teacherleaders.org/Resources/ARgroup/ARresources.html
The members of the Teacher Leaders Network, a major initiative of the Southeast Center for Teaching Quality, recently examined the process and potential of action research as a school improvement tool. This web page features an extensive list of action research resources. Included are articles related to action research, sample action research projects, and reviews of books that are designed to introduce educators to the process of action research.
|
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What is Action Research?
Sagor, R. (2000). Guiding School Improvement with Action Research. Association for Supervision and Curriculum Development.
http://www.ascd.org/portal/site/ascd/template.chapter/
menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapter
MgmtId=74edb2cc2fcaff00VgnVCM1000003d01a8c0RCRD
This chapter from the book Guiding School Improvement with Action Research by Richard Sagor introduces the concept of and processes involved in action research. He discusses the impact action research has on building reflective practitioners, achieving school-wide priorities, and building professional cultures and outlines a seven-step process common to any action research project.
|
|
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Redesigning Professional Development: Critical Friends
Bambino, D. (2002, March). Educational Leadership, 59(6), 25-27.
http://www.nsrfharmony.org/gene/Bambino_2002.pdf
Because of their shared experiences, teachers can often provide the most effective instructional support to their colleagues. One model for this type of collaboration is the Critical Friends Group. This article introduces the concept and benefits of Critical Friends groups and tells the stories of three schools that have implemented Critical Friends groups with great success.
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District Office
Assess the effectiveness of current district evaluation practices.
District Office
Ensure that teacher evaluations are outcome-driven, incorporating student learning into teacher assessment and based on recognized standards of professional practice.
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