Broad Creek Middle School, Carteret, NC
The Real D.E.A.L. Schools
http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf
Broad Creek Middle School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. Parental involvement and volunteers are an integral part of the school’s success. Volunteer programs include tutoring, mentoring and a partnership with a group of local marines.

Grandparents Helping in the Classroom
Christian Science Monitor, March 9, 2006
http://www.csmonitor.com/2006/0309/p08s02-comv.html?s=hns%20
In this editorial, the Christian Science Monitor reports the mutual benefits experienced by seniors and students when older Americans volunteer in the classroom. Since there will be a dramatic increase in the number of Americans over the age of 65 in the next 15 years, the potential impact of this group is great. The article reports on a recent study of volunteers from Experience Corp in Baltimore and discusses the cost effectiveness of such a program.

Treating Teachers as Professionals
By Diane Curtis 10/1/2000
http://www.glef.org/php/article.php?id=Art_412&key=238
This article features the Sherman Oaks Charter School, where teachers meet from 11:30-1pm daily for professional development.  They create time for the meeting by combining a lunch, study hall, and recreation period, which is staffed by para-professionals and parent volunteers. This article addresses the content of such meetings and how they create that time in their schedule.

It’s About Time
Wade, C.  (2001). Teaching Quality in the Southeast: Best Policies and Practices, 7.
http://www.teachingquality.org/BestTQ/issues/v01/issue07.pdf
In this brief, a Wake County Public School teacher outlines the demands placed on a teacher’s time during the typical school day and discusses the importance of providing teachers with time for professional collaboration and reflection.

Broad Creek Middle School, Carteret, NC
The Real D.E.A.L. Schools
http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf
Broad Creek Middle School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. Parental involvement and volunteers are an integral part of the school’s success. Volunteer programs include tutoring, mentoring and a partnership with a group of local marines.

Business Partnership Resource Page.
The George Lucas Educational Foundation. 
http://www.glef.org/php/keyword.php?id=008
This webpage features articles on how businesses can become involved in schools and the benefits of these partnerships. Articles and video clips profile successful programs in which companies provide grants, speakers, field trips, mentoring or job shadowing opportunities for students.

"Finding Common Ground:  Working with the Community to Provide High-Quality Professional Development"
Teachers take charge of their learning: Transforming professional development for student success
Renyi, J.  (1996). The NEA Foundation for the Improvement of Education
http://www.nfie.org/publications/charge/section4.htm
A portion of this guide to professional development is dedicated to engaging the community in efforts to improve teacher development and student learning. The author describes successful partnerships in specific schools and districts that involve parents or businesses and other professionals in student and teacher learning. It also includes a series of recommendations for creating a "network of learners" consisting of students, parents, teachers, and the community.

Partnership pays off for business and schools
Curtis, D. (2000, September 1). Edutopia Online. The George Lucas Foundation.
http://www.glef.org/php/article.php?id=Art_441&key=008
The Bayer Corporation has established one of the most successful business-education partnerships in their “Making Science Make Sense” program.  This article from the George Lucas Educational Foundation outlines the program which provides professional development opportunities for teachers and content-based presentations to students in schools across America.

Community Partnership Resource Page
The George Lucas Educational Foundation. 
http://www.glef.org/php/keyword.php?id=189
This webpage provides a variety of resources from the George Lucas Educational Foundation (GLEF) on school and community partnerships.  It includes articles describing programs in specific school districts and research on the importance of community involvement in general.

Critical Issues: Providing More Time for Professional Development
North Central Regional Education Laboratory (NCREL) (2004)
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd600.htm
The authors discuss different means to create time for professional development ranging from “traditional strategies,” such as banking time or creating an extended day, to embedding it within the school day or taking advantage of online opportunities. One suggestion is that teachers take advantage of summer internship or corporate training opportunities to enhance their knowledge.

Developing Effective Partnerships to Support Local Education
School Communities that Work: A National Taskforce on the
Future of Urban Districts (2002).
http://www.schoolcommunities.org/Archive/images/Partnerships.pdf
This paper describes design and operating principles used in effective education and community partnerships. The authors emphasize that partnerships should focus on equity in addition to results and aim to affect youth engagement and development.

Supporting good schools is good business
Goldberg, M.  (2003, September 23). Edutopia Online. The George Lucas Educational Foundation
http://www.glef.org/php/article.php?id=Art_894&key=008
This article outlines the importance of business support for schools. It describes the kinds of supports that businesses can provide, from monetary contributions to lobbying policymakers, and explains the role that businesses can play in the professional growth and learning of teachers.

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.

Making the connection: A guide to involving policymakers in a community dialogue on education
Guzman, J., Mutchler, S., Pan, D., and Pollard, J. (2000). 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 creating effective community dialogue on education issues.

In ‘Lesson Study’ Sessions, Teachers Polish Their Craft
Viadero, D.  (2004, February). Education Week on the Web.
http://www.edweek.org/ew/ewstory.cfm?slug=22Lesson.h23
One popular new approach to professional development in education is the creation of Lesson Study groups in schools.  A common practice in Japan, lesson study involves a group of teachers designing, implementing, evaluating and revising individual lessons with the intent of developing teaching practices that are effective.  This article examines the process of lesson study and the efforts of teachers using lesson study in Patterson, New Jersey.

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.

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.

Looking at Student Work
The Annenberg Institute for School Reform.
http://www.lasw.org/
This website is dedicated to developing teachers' capacity for analyzing and interpreting student work.  Outlining a process for looking at student work and using data collected to shape instruction and professional development, this site includes detailed directions about the process of structured reflection and examples of schools and districts that have implemented these strategies.

Teacher Collaboration Supports Instructional Change
The North Central Regional Educational Laboratory.  (2003, Summer/Fall) 
http://www.ncrel.org/info/notes/fall03/nrfall03.pdf
This guide from NCREL outlines strategies for adopting a collaborative approach to professional development.  Several different models of collaboration are introduced, real-life examples are shared, and practical observation tools are included.

The Buddy System
Wagner, Tony. (2005). Teacher Magazine
http://www.edweek.org/tm/articles/2005/01/01/04view.h16.html
Tony Wagner, a principal and former high school English teacher, contrasts the team work characteristic of other professions with the isolation of teaching. He suggests “lesson study” groups as the most effective form of collaboration and observation and recommends implementing a system for peer feedback school-wide rather than making participation voluntary.

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.

Anytime, Anywhere
Tardif, S.S.  (2004, July/August). Access Learning. 
http://www.ciconline.com/NR/rdonlyres/ekgo4gxymatsqgymta3bxzoss27avfh7rvmknr
4c7nek66wxhecaxlzya5nwsl4piniiq6rh65tgimguy6teeefmu7e/AL_07-04-AnytimeAnywhere.pdf
This link provides descriptions of five of the best online professional development opportunities so that teachers and administrators are not overwhelmed by the amount and variety of information online.   It also provides an online professional development "shopping list" to help readers evaluate different programs on their own.”

Concept to Classroom Workshops
Disney Learning Partnership.
http://www.thirteen.org/edonline/concept2class/index.html
This site created by Thirteen Ed Online and the Disney Learning Partnership provides access to free online learning workshops designed to help teachers apply important concepts in their classrooms.  Topics range from multiple intelligences and teaching to standards to cooperative learning and webquests. Opportunities to apply these workshops towards professional development credit are also available.

Critical Issues: Providing More Time for Professional Development
North Central Regional Education Laboratory (NCREL) (2004)
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd600.htm
The authors discuss different means to create time for professional development ranging from “traditional strategies,” such as banking time or creating an extended day, to embedding it within the school day or taking advantage of online opportunities. They list “action options” for school board members, administrators, and teachers, in addition to profiling several schools that have taken creative approaches to integrating professional development. They also include a chart listing different strategies, their requirements, effects on parents, and costs.

E-Learning for Educators: Implementing the Standards for Staff Development
National Staff Development Council (2001).
http://www.nsdc.org/library/strategies/e-learning.pdf
This guide discusses the potential of e-learning to enhance professional development and the drawbacks of relying too heavily on this form of learning. The authors provide guiding questions and a decision matrix to ensure that online professional development opportunities meet the quality standards outlined by the National Staff Development Council and result in real teacher and student learning.

Keys to quality:  Five questions to ask before you choose an online professional development provider
Nussbaum-Beach, S., and Norton, J.  (2004).  Access Learning.
http://www.ciconline.com/NR/rdonlyres/eq32h2xqqbwuvrwg4qi4brvo3v66zxsbmhtrvninq
2mng6naa32hkco7pxw65oxrmezpwbky7dqfwssihwjutp5zt6h/AL_07-04-KeystoQuality.pdf
This article is intended to guide teachers through the selection of online professional development opportunities.  In addition to listing five key questions about professional development resources, the author recommends elated resources ranging from established standards for online professional development opportunities to rubrics for evaluating online professional development opportunities.

Online professional development collection
Cable in the Classroom.
http://www.ciconline.org/Enrichment/Development/default.htm
Cable in the Classroom is an organization dedicated to improving teaching and learning in America by increasing the use of instructional technology.  This link highlights high-quality online professional development programs.  The page includes course descriptions, links, and samples of selected coursework from some of the best electronic learning opportunities.

Successful Online Professional Development
Treacy, B., Kleiman, G., and Peterson, K.  (2002, September).  Learning and Leading with Technology, 30(1), 42-47.
http://www.edtechleaders.org/Resources/articles/SucessfulOPD.pdf
Online professional development opportunities offer many advantages including schedule flexibility for participants as well as content flexibility allowing for direct connections to classroom practice.  This article outlines a model for establishing online professional development programs and describes elements of successful ones.  It also provides descriptions of counties that are currently using online professional development opportunities with their faculties.

Harvard from Home:  How the right mix of online and in-person professional development can lead to lasting improvements in classroom practice
Nussbaum-Beach, S., and Norton, J.  (2004). Access Learning.
http://www.ciconline.com/NR/rdonlyres/efyueti3dprumjkifdxpqaliuxlb5zsrs7fslomlcuihjpq2omy
5n72z7pql3x3v4erludocf6inthhuja6qnqjmzja/AL_07-04-HarvardfromHome.pdf
This article from Access Learning magazine examines the advantages and disadvantages of online professional development.  It explains the importance of balancing online professional development with face-to-face interaction and includes a list of related resources, which offer online learning opportunities for teachers.

Business Partnership Resource Page.
The George Lucas Educational Foundation. 
http://www.glef.org/php/keyword.php?id=008
This webpage features articles on how businesses can become involved in schools and the benefits of these partnerships. Articles and video clips profile successful programs in which companies provide grants, speakers, field trips, mentoring or job shadowing opportunities for students.

"Finding Common Ground:  Working with the Community to Provide High-Quality Professional Development"
Teachers take charge of their learning: Transforming professional development for student success
Renyi, J.  (1996). The NEA Foundation for the Improvement of Education
http://www.nfie.org/publications/charge/section4.htm
A portion of this guide to professional development is dedicated to engaging the community in efforts to improve teacher development and student learning. The author describes successful partnerships in specific schools and districts that involve parents or businesses and other professionals in student and teacher learning. It also includes a series of recommendations for creating a "network of learners" consisting of students, parents, teachers, and the community.

Partnership pays off for business and schools
Curtis, D. (2000, September 1). Edutopia Online. The George Lucas Foundation.
http://www.glef.org/php/article.php?id=Art_441&key=008
The Bayer Corporation has established one of the most successful business-education partnerships in their “Making Science Make Sense” program.  This article from the George Lucas Educational Foundation outlines the program which provides professional development opportunities for teachers and content-based presentations to students in schools across America.

Community Partnership Resource Page
The George Lucas Educational Foundation. 
http://www.glef.org/php/keyword.php?id=189
This webpage provides a variety of resources from the George Lucas Educational Foundation (GLEF) on school and community partnerships.  It includes articles describing programs in specific school districts and research on the importance of community involvement in general.

Critical Issues: Providing More Time for Professional Development
North Central Regional Education Laboratory (NCREL) (2004)
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd600.htm
The authors discuss different means to create time for professional development ranging from “traditional strategies,” such as banking time or creating an extended day, to embedding it within the school day or taking advantage of online opportunities. One suggestion is that teachers take advantage of summer internship or corporate training opportunities to enhance their knowledge.

Developing Effective Partnerships to Support Local Education
School Communities that Work: A National Taskforce on the
Future of Urban Districts (2002).
http://www.schoolcommunities.org/Archive/images/Partnerships.pdf
This paper describes design and operating principles used in effective education and community partnerships. The authors emphasize that partnerships should focus on equity in addition to results and aim to affect youth engagement and development.

Supporting good schools is good business
Goldberg, M.  (2003, September 23). Edutopia Online. The George Lucas Educational Foundation
http://www.glef.org/php/article.php?id=Art_894&key=008
This article outlines the importance of business support for schools. It describes the kinds of supports that businesses can provide, from monetary contributions to lobbying policymakers, and explains the role that businesses can play in the professional growth and learning of teachers.

In ‘Lesson Study’ Sessions, Teachers Polish Their Craft
Viadero, D.  (2004, February). Education Week on the Web.
http://www.edweek.org/ew/ewstory.cfm?slug=22Lesson.h23
One popular new approach to professional development in education is the creation of Lesson Study groups in schools.  A common practice in Japan, lesson study involves a group of teachers designing, implementing, evaluating and revising individual lessons with the intent of developing teaching practices that are effective.  This article examines the process of lesson study and the efforts of teachers using lesson study in Patterson, New Jersey.

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.

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.

Looking at Student Work
The Annenberg Institute for School Reform.
http://www.lasw.org/
This website is dedicated to developing teachers' capacity for analyzing and interpreting student work.  Outlining a process for looking at student work and using data collected to shape instruction and professional development, this site includes detailed directions about the process of structured reflection and examples of schools and districts that have implemented these strategies.

Teacher Collaboration Supports Instructional Change
The North Central Regional Educational Laboratory.  (2003, Summer/Fall) 
http://www.ncrel.org/info/notes/fall03/nrfall03.pdf
This guide from NCREL outlines strategies for adopting a collaborative approach to professional development.  Several different models of collaboration are introduced, real-life examples are shared, and practical observation tools are included.

The Buddy System
Wagner, Tony. (2005). Teacher Magazine
http://www.edweek.org/tm/articles/2005/01/01/04view.h16.html
Tony Wagner, a principal and former high school English teacher, contrasts the team work characteristic of other professions with the isolation of teaching. He suggests “lesson study” groups as the most effective form of collaboration and observation and recommends implementing a system for peer feedback school-wide rather than making participation voluntary.

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.

Broad Creek Middle School, Carteret, NC
The Real D.E.A.L. Schools
http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf
Broad Creek Middle School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. Parental involvement and volunteers are an integral part of the school’s success. Volunteer programs include tutoring, mentoring and a partnership with a group of local marines.

"Finding Common Ground:  Working with the Community to Provide High-Quality Professional Development"
Teachers take charge of their learning: Transforming professional development for student success
Renyi, J.  (1996). The NEA Foundation for the Improvement of Education
http://www.nfie.org/publications/charge/section4.htm
A portion of this guide to professional development is dedicated to engaging the community in efforts to improve teacher development and student learning. The author describes successful partnerships in specific schools and districts that involve parents or businesses and other professionals in student and teacher learning. It also includes a series of recommendations for creating a "network of learners" consisting of students, parents, teachers, and the community.

Grandparents Helping in the Classroom
Christian Science Monitor, March 9, 2006
http://www.csmonitor.com/2006/0309/p08s02-comv.html?s=hns%20
In this editorial, the Christian Science Monitor reports the mutual benefits experienced by seniors and students when older Americans volunteer in the classroom. Since there will be a dramatic increase in the number of Americans over the age of 65 in the next 15 years, the potential impact of this group is great. The article reports on a recent study of volunteers from Experience Corp in Baltimore and discusses the cost effectiveness of such a program.

Think Outside the Clock: Create Time for Professional Learning
Richardson, Joan. (2002). National Staff Development Council.
http://www.nsdc.org/members/tools/tools08-02.pdf
This article suggest strategies for creating time for professional development and describes a variety of approaches already taken by specific schools and districts.  The author suggests “banking” time by lengthening the school day, “buying” time by hiring more teachers or substitute teachers, creating common planning time, and adding professional days to the school year.  Under “Schools that have Found Time,” the author describes a once-a-week late start schedule at Brandon High School in Ortonville, MI. Similarly, the Rockwood School District in Ellisville, MO, has a monthly early release day for professional development.

Treating teachers as professionals. 
Curtis, D.  (2000). Edutopia Online.
http://glef.org/php/article.php?id=Art_412&key=238
This article highlights Sherman Oaks Community Charter School, where teachers participate in daily conversations for 90 minutes while students have lunch, a study hall, and a recreation period supervised by community volunteers. Conversations focus on professional development, instructional methods, curriculum, and problem-solving for specific classroom situations.

Critical Issues: Providing More Time for Professional Development
North Central Regional Education Laboratory (NCREL) (2004)
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd600.htm
The authors discuss different means to create time for professional development ranging from “traditional strategies,” such as banking time or creating an extended day, to embedding it within the school day or taking advantage of online opportunities. They list “action options” for school board members, administrators, and teachers, in addition to profiling several schools that have taken creative approaches to integrating professional development. They also include a chart listing different strategies, their requirements, effects on parents, and costs.

Making the Most of Volunteers.
Grossman, J.B. and Kathryn Furano. (2002). Philadelphia: Public/Private Ventures.
http://www.ppv.org/ppv/publications/assets/152_publication.pdf
This article explains the kind of infrastructure that organizations such as schools need to put in place in order to maximize the effectiveness of volunteers. The authors discuss screening, training and skills, on-going management and support (including assigning tasks, providing support and supervision), and cost implications.

National Standards for Parent/Family Involvement Strategies
National PTA.
http://www.pta.org/parentinvolvement/standards/index.asp
Strategy four pertains to volunteer programs, listing quality indicators of successful volunteer programs and suggesting the types of materials volunteers should receive during training. Successful programs make parents and other volunteers feel welcome, utilize their skills and expertise, and provide opportunities for working parents to help in creative ways.

Broad Creek Middle School, Carteret, NC
The Real D.E.A.L. Schools
http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf
Broad Creek Middle School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. Parental involvement and volunteers are an integral part of the school’s success. Volunteer programs include tutoring, mentoring and a partnership with a group of local marines.

Business Partnership Resource Page.
The George Lucas Educational Foundation. 
http://www.glef.org/php/keyword.php?id=008
This webpage features articles on how businesses can become involved in schools and the benefits of these partnerships. Articles and video clips profile successful programs in which companies provide grants, speakers, field trips, mentoring or job shadowing opportunities for students.

Partnership pays off for business and schools
Curtis, D. (2000, September 1). Edutopia Online. The George Lucas Foundation.
http://www.glef.org/php/article.php?id=Art_441&key=008
The Bayer Corporation has established one of the most successful business-education partnerships in their “Making Science Make Sense” program.  This article from the George Lucas Educational Foundation outlines the program which provides professional development opportunities for teachers and content-based presentations to students in schools across America.

Community Partnership Resource Page
The George Lucas Educational Foundation. 
http://www.glef.org/php/keyword.php?id=189
This webpage provides a variety of resources from the George Lucas Educational Foundation (GLEF) on school and community partnerships.  It includes articles describing programs in specific school districts and research on the importance of community involvement in general.

Critical Issues: Providing More Time for Professional Development
North Central Regional Education Laboratory (NCREL) (2004)
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd600.htm
The authors discuss different means to create time for professional development ranging from “traditional strategies,” such as banking time or creating an extended day, to embedding it within the school day or taking advantage of online opportunities. One suggestion is that teachers take advantage of summer internship or corporate training opportunities to enhance their knowledge.

Developing Effective Partnerships to Support Local Education
School Communities that Work: A National Taskforce on the
Future of Urban Districts (2002).
http://www.schoolcommunities.org/Archive/images/Partnerships.pdf
This paper describes design and operating principles used in effective education and community partnerships. The authors emphasize that partnerships should focus on equity in addition to results and aim to affect youth engagement and development.

Supporting good schools is good business
Goldberg, M.  (2003, September 23). Edutopia Online. The George Lucas Educational Foundation
http://www.glef.org/php/article.php?id=Art_894&key=008
This article outlines the importance of business support for schools. It describes the kinds of supports that businesses can provide, from monetary contributions to lobbying policymakers, and explains the role that businesses can play in the professional growth and learning of teachers.