Dozier illuminates the notion of intellectual unrest and the complexities of mandated professional development for teachers. She challenges readers to reconsider how mandated professional development is crafted and invites literacy coaches to become collaborative critical designers of practices with teachers to help them navigate competing…

In 2005, the author and several colleagues were awarded a five-year grant to create the Center of Excellence for the Advancement of New Literacies in Middle Grades at the College of Charleston. From 2006-2011, they have worked collaboratively with over 200 middle school teachers in underperforming local schools to assist them in stimulating their…

Revisits a concept put forth in this same column a year ago, namely, that middle school teachers are different from other level teachers in five significant ways. Argues that now is the time for vertical collaboration; that is, collaboration among teachers at different levels of education. (TB)

Discusses elements of successful cooperative planning for middle school teaching teams. Considers definitions for content goals, learners, and effective co-teaching. Describes planning of instructional units, cooperative grouping, roles and responsibilities for co-teachers, and tiered activities for a cooperative literature study. (JPB)

Discusses ways to improve collaborative communication between core and exploratory curriculum teachers in interdisciplinary team-taught middle schools. Considers techniques of curriculum integration, homebase/advisory alliances, extended teams, core-exploratory liaisons, rotating team connections, exploratory teams, equalized assessment,…

Discusses ways to implement interdisciplinary teams to create high performance learning communities for students. Considers team tasks and needs, applying team tasks to responsive school structures, and enhancing instruction through flexible time use. (JPB)

Describes the role of cross-disciplinary research in practice and policy for middle-grades education. Argues that for a research agenda to have an impact, it must be a coordinated effort among educators, content area specialists, health educators, psychologists, anthropologists, sociologists, and medical researchers; and coordination must be…

Reflects on the roles and responsibilities of four key educators involved in a Professional Development School (PDS): a university faculty member, a middle school principal, a middle school teacher who is also an adjunct professor, and another middle school teacher. The paper reflects on the Holmes Group concept at work. (SM)