ERIC Number: EJ1001505
Record Type: Journal
Publication Date: 2012-Apr
Reference Count: 6
Connect the Dots: A Dedicated System for Learning Links Teacher Teams to Student Outcomes
Ermeling, Bradley A.
Journal of Staff Development, v33 n2 p24-27, 31 Apr 2012
Establishing school-based professional learning appears so simple and straightforward during inspiring presentations at summer workshops, but keeping collaborative work focused on teaching and learning in such a way that it produces consistent results is a highly underestimated task. Investigations and experience from a group of researchers at the University of California Los Angeles and Stanford University suggest that the likelihood of maintaining such focus and coherence might be significantly increased when there is a clear system of dedicated settings and assistance for each level of leadership and learning--teacher teams, teacher leaders, and administrators. A firmly established system of cascading settings and assistance links is perhaps the most important distinction of successful schools and districts the research team has studied over the last two decades. These schools have solidified nonnegotiable times and places for learning and continuous improvement. Ongoing support for these settings is intentionally provided over a period of years so that teachers and administrators can jointly persist with identified learning goals until they begin to see results.
Descriptors: Faculty Development, Summer Programs, Workshops, Sustainability, Needs Assessment, Best Practices, Effective Schools Research, Instructional Improvement, Teamwork, Models, Teacher Leadership, School Organization, Holistic Approach, Coaching (Performance), Facilitators (Individuals), Elementary Secondary Education, Alignment (Education), Strategic Planning, Time Management
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: California