This research proposes Lesson Study as a professional development structure that allows principals and teachers in secondary schools to meet the demands of English and disciplinary literacy standards. It is a collaborative study between a university and eight schools. The essential questions is, "How can Lesson Study broaden content knowledge…

To improve the focus of English Learner (EL), professional development for in-service teachers who may have experienced gaps in prior preparation for serving ELs, this two-part study begins with detailed survey-based data collection and analysis of teachers' perceived preparedness to serve ELs. The data highlights specific priorities for…

Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers'…

We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and…

The purpose of this study was to determine how K-12 public school teachers perceive the use of student performance data in teacher evaluations. The proprietary, utility, feasibility, and accuracy standards created by the Joint Committee on Standards for Education Evaluation served as a framework for the study. An online survey was deployed to a…

For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

Despite the successful implementation of the Response to Intervention (RtI) framework in many elementary schools, there is little evidence of successful implementation in high school settings. Several themes emerged from the interviews of nine secondary principals, including a lack of knowledge and training for successful implementation, the…

This 3-year case study examined middle grades principal leadership in a takeover charter school. The researcher analyzed principal and teacher interviews, field notes, and documents in relationship to a middle grades model of principal leadership. Results suggest the principals' limited experience, organizational factors unique to takeover charter…

This article is based on a qualitative study that explored whether race affects the nature of adult relationships in schools and, if so, how this affects professional development efforts focused on closing the achievement gap. Findings demonstrate that race does affect the adult relationships in schools, although this impact is different for…

Describes how teachers and administrators at one school developed Inservice Ideas for Teacher Encouragement (INSITE), a series of high-interest, low-budget inservice training programs that draw from existing resources including the current expertise and interests of staff members. Programs addressed both personal and professional development…

Simulating a confrontation at a convention or other meetings can prepare participants to be ready for the real thing, says this author. He raises pertinent questions to simulate thinking on this possibility. (Editor)

This article tells the story of how a university can develop an on-site inservice program for teachers that deals with day-to-day, real-life issues of teaching. Such a program benefits both the university and school participants. (Editor)

Examines research supporting the term "teacher empowerment" and some of the implications that this term has for principals. Includes 23 references. (Author/MD)

School scheduling can be improved to express many of the intangibles of a school, which give the institution its heart, says this writer. He describes a good master scheduler and makes several recommendations. (Editor)

Superintendents, principals, and teachers were surveyed to determine attitudes about principal evaluation. Findings include agreement that superintendents should be evaluators, that assistance in professional growth is the purpose, and overall agreement that evaluation of educational leaders should be done by educators. (MD)