Ten years ago, Atlanta's Henry W. Grady High School evoked dual, conflicting images. After almost a decade as a High Schools That Work (HSTW) site, Grady is recognized not only as Atlanta's most successful public high school, but also as a Title I Distinguished School, a Southern Regional Education Board Gold Award winner, and a Georgia School of…

A group of top suburban Chicago districts banded together to learn what it takes to truly be "world-class."

Narrowing the achievement gap between students who are native English speakers and those learning English as a second language is one of the biggest challenges facing U.S. educators. This article discusses the approaches used by the Saint Paul (Minn.) Public Schools in narrowing this achievement gap. Saint Paul (Minn.) Public Schools has one of…

Under the No Child Left Behind Act, paraprofessionals must be certified as highly qualified. To meet the standard, they need a high school diploma as well as a two-year associate's degree, or two years of college credit, or a passing score on a state or local assessment that demonstrates knowledge of and ability to assist in teaching reading,…

Differentiation holds great potential for improving student achievement. To clarify what true differentiation looks like in the classroom and how best to prepare teachers to differentiate, "JSD" discussed the practice with leaders at two schools noted for their exemplary use of differentiated education.

Staff development at Starlight Professional Development School (Watsonville, California) aims to stimulate every teacher's personal and professional growth. Collaboration is the signature piece of a very comprehensive program. In fact, collaboration among teachers and other professionals at Starlight is the vehicle that drives staff development.…

Examines the experiences of three school districts that provide effective, district-wide staff development on teaching with technology, embracing three major concepts: delivering staff development in a variety of ways, having teachers teach teachers, and using technology-based lesson plans, instructional units, and other teaching tools (often…

Describes successful beginning teacher induction programs in two U.S. school systems, explaining how good induction programs can mean the difference between positive and toxic school cultures. Common elements include the provision of services to new teachers for 3 years, monthly meetings, ongoing training by mentors or curriculum facilitators, and…

Highlights an award-winning school superintendent whose leadership and vision helped create a system of high-performing schools. He established a culture that embraces respect, collaboration, and commitment to lifelong learning for students and staff. Student test scores are high, and the achievement gap between middle- and lower-income students…

Examines three very different elementary, middle, and high schools that used the National Staff Development Council's original 1995 standards to design exemplary staff development programs that resulted in improved student achievement. Program highlights include school leaders who value lifelong learning for staff and students, multi-disciplined…

Provides examples of schools and districts nationwide that use data-based decision making effectively to enhance beginning teacher induction, multi-age reading classes, literacy education, tracking of student achievement, ongoing staff development, and school discipline efforts. The programs share a commitment to putting data at the center of…

Presents a set of snapshots of the work of the Staff Development Leadership Councils created by the National Staff Development Council in 1998, offering lessons for others who want to do similar work in their states and provinces. The examples come from Texas, Louisiana, Illinois, Kansas, and Indiana. Information on contact people for each project…

Presents eight real-life examples of schools that use time wisely and efficiently to support faculty development, including early release of students, time banking, extra "specials" periods, paraprofessional support, weekly meetings, early teacher arrival, meeting while students are out doing community service, and blocking before- and…