ERIC Number: EJ1125446
Record Type: Journal
Publication Date: 2016-Aug
Open Doors, Open Minds: Empowered Teachers Work and Learn Shoulder to Shoulder
Hudson, Marcia; Childs, Lauren; Carver, Cynthia L.
Journal of Staff Development, v37 n4 p18-23 Aug 2016
In this article the authors share their experience of Teacher Lab, a job-embedded form of professional learning that has been a critical addition to professional learning practice for nearly a decade in the Avondale School District in Auburn Hills, Michigan. Using a full-day released time format, Teacher Lab combines preobservation dialogue and study with classroom observation and follow-up debriefing. Participating teachers consistently report high levels of satisfaction with lab learning (see box above), and an internal evaluation has linked Teacher Lab participation with improved student achievement (Feun & Carver, 2013). Specifically, study data found that the longer a teacher participates in Teacher Lab, the greater his or her gains in student achievement.
Descriptors: Teacher Empowerment, Professional Development, Elementary School Teachers, Teacher Surveys, Academic Achievement, Teaching Methods, Learning Laboratories, Communities of Practice, Observation
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: N/A