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ERIC Number: ED497212
Record Type: Non-Journal
Publication Date: 2007-Mar
Pages: 4
Abstractor: ERIC
Maximizing the Impact of Teacher Collaboration
Center for Comprehensive School Reform and Improvement
One hallmark of many high-performing schools is the success its teachers have had in creating what is known as a professional learning community. Richard DuFour (2004) characterizes professional learning communities as groups of educators who "work together to analyze and improve their classroom practice...engaging in an ongoing cycle of questions that promote deep team learning" (p. 9). This month's newsletter addresses that issue by posing five questions that teachers can use to keep their collaboration on track so that it contributes to the growth of a professional learning community in their school. [This document was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL) and WestEd, under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.]
Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site:
Publication Type: Collected Works - Serial
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A