This article examines a premise underlying teacher accountability policies, namely, that annual student learning gains can be attributed to individual teachers. After analyzing data collected in fourth- and fifth-grade reading and mathematics classes in 18 schools, the authors identify forms of instructional design that rely on multiple teachers.…

This paper reports on research evaluating a faculty development program, Creating a Collaborative Learning Environment (CCLE), at the University of Wisconsin-Madison. The study combined a contextual study to examine historical data and three case studies with participant verification. CCLE is a voluntary professional development program designed…

In 1989, Department of Defense Dependents Schools (DoDDS) implemented the Study of Teaching (TST), a staff development program for administrators and teachers to promote professional collegiality. A 3-year evaluation of program implementation in the Germany Region for the Office of Dependents Education was undertaken. This report documents…

Experience shows that mentoring has a positive effect on new teachers' professional lives. Quality induction programs promote greater teacher retention, breaking the cycle of attrition, which saves money for school districts and ensures that teacher shortages do not dictate hiring policy. These benefits are felt most in school districts with…

This publication examines the literature on promising practices in professional development, focusing on the role of effective inservice professional development in successful elementary school reform, promising practices, and results of a survey of educators from the northwest United States. After an introduction, Section 1 discusses "Learning in…

Discusses improvements in university teaching and reports on three initiatives in an Australian university which created opportunities for teachers to share their understandings with others and gain recognition for their contributions. The initiatives centered on the development of Teaching Enhancement Teams--groups of good teachers working…

Describes a collaborative model in which college instructors work together to support and assess teaching innovations. Basic principles of a clinical-based method of supervision were adapted for the three-phase process (planning conference, classroom observation, feedback conference). Provides examples of collaboration and participants' feedback.…

According to this author, professional development in most school districts usually is not what teachers call worthwhile. Most is mandatory and tied to the latest literacy "fix," new district systems, text adoptions and occasionally, a speaker who has something new to share. She contends that meaningful professional development should be an…

Using Cambourne's model of Natural Learning and Literacy Acquisition (1985), this paper examines one staff's professional development as they are immersed in literacy learning. This year-long qualitative study examined the changes in teachers' understanding of literacy concepts, as well as factors that contributed to or inhibited these changes.…

In this article the author, discusses how the National Writing Project (NWP) prepares participating teachers for leadership roles by demonstrating their most effective classroom practices, studying research, and improving their knowledge of writing by becoming writers themselves. NWP prepares teachers to articulate and interrogate their practice…

This book explains how to use whole-faculty study groups to get the entire teaching staff working together on one set of organizational goals. Chapter 1 discusses the school reform environment and the potential of whole-faculty study groups to serve as a major change process for improving schools and student learning. Chapter 2 describes the…

Approaches that schools can use to create a high-quality, professional, working community are provided in this journal issue. The report uses a case study to illustrate the process. A review of research reveals at least five major dimensions of the professional learning community: supportive and shared leadership, collective learning and…

Motivated by education reform and state-mandated inservice training, New Jersey's Montclair Public School District created a staff development model that uses teachers as resources for their own professional growth. This model utilizes the expertise of an elementary math, intermediate language arts, and secondary science teacher in the formation…

This study examined the level of professional community in seven urban elementary schools that served large proportions of low-income students and that had engaged in innovative, schoolwide professional development and reform. The study points out to what extent and in what ways professional development at each school addressed professional…

Discusses three major needs in special education teacher preparation: (1) developing coherent teacher education programs in special and general education; (2) preparing teachers so they understand the assets represented by student diversity; and (3) figuring out what collaborating special education teachers need to be prepared to do. (CR)