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Killion, J. (2013) Establishing Time for Professional Learning. Learning Forward.

Time is a valuable resource that is needed for professional learning. This how-to report provides research, tools, and strategies on how to embed time for professional learning within the school day.


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Public Impact. (2014) Teacher-led Professional Learning: To Reach Every Student with Excellent Teachers-Defining Teacher- Leader Roles. Chapel Hill, NC.

This report defines a variety of roles for teachers as leaders and provides a teacher leader job characteristics checklist. Some information is provided about Opportunity Culture Schools and their principles.

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Chan, R. (n.d.) Transforming Schools through Expanded Learning Time: Tumbleweed Elementary School. National Center on Time and Learning.

This case study highlights the changes made to turnaround a low performing elementary school in a high poverty area. The 3 main changes: extended learning time for students, additional planning time for teachers, and professional development that focused on collaboration.

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Kaplan, C., Chan, R., Farbman, D., Novoryta, A. (n.d.) Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers.  The National Center on Time and Learning.

This report/case study explores six specific practices that highly effective schools utilize.  Practices explored in this report include: collaborative planning, embedded professional development, summer trainings, data analysis, coaching, and peer observation.

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Meyer, G. (2005) On Time and How to Get More of It. National Institute for Urban School Improvement.

As the demands on teachers increase, the question is how to find more time for teachers to be able to meet those demands.  This brief looks at possibilities on how we might create more time within the day for teachers to plan, collaborate, and meet student needs.

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National Center for Time and Learning (2011). Transforming Schools through Expanded Learning Time: Orchard Gardens K-8 Pilot School. National Center for Time and Learning.

For years, Orchard Gardens K-8 Pilot School was plagued by low student achievement and high staff turnover. Then, in 2010, with an expanded school schedule made possible with federal funding, Orchard Gardens began a remarkable turnaround. Today, the school is demonstrating how increased learning time, combined with other key turnaround strategies, can dramatically improve the performance of even the nation’s most troubled schools. This case study, the first in a new series, takes you inside the transformation of Orchard Gardens.

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National Center for Time and Learning (2011). Time Well Spent: Eight Powerful Practices of Successful, Time-Expanding Schools. National Center for Time and Learning.

This report reshapes the field for expanded-time schools by outlining specific practices that can lead to dramatic increases in student achievement and preparation for success in college and the workforce. This resource offers an in-depth examination of thirty expanded-time schools serving high-poverty populations with impressive track records of student success, and demonstrates how these schools leverage their additional time in order to implement other critical reforms.

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Lummis, B. and Gallagher, S. (2011). Using Additional Teacher Collaboration Time to Improve Student Achievement. West Ed.

This online webinar by Ben Lummis and Sarah Gallagher with the National Center on Time & Learning presents material on how to provide time for collaboration.  This is a part of the Schools Moving Up expanded learning time webinar series.