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Cronin, A. (2014) DIY Professional Development: Resource Roundup. Edutopia.

This article lists an abundance of ways to access professional development without leaving your home. Technology allows educators access to online webinars, professional learning networks (PLN), and other tools that help teachers connect, learn, and grow as professionals.

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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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Teacher Leadership Exploratory Consortium. (N.D.) Teacher Leader Model Standards.

Leadership by teachers is essential to meeting the needs of students and supporting education professionals.  The Teacher Leadership Exploratory Consortium developed these standards to promote and support teachers leadership  as a vehicle to transform schools for the 21st century.


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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.

Morrissey, M.S. (2000.) Professional Learning Communities: An Ongoing Exploration. Southwest Educational Development Laboratory.

The paper examines professional learning communities, the components that comprise them, current literature references, and connections to school improvement planning. There is also a section on steps schools can take to prepare for developing effective professional learning communities.

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Thompson, M. & Goe, L. (2009). Models for Effective and Scalable Teacher Professional Development. Educational Testing Service.

Drawing on learning theory, expertise research, and research on effective professional development, this paper presents the theoretical and empirical basis behind an evolving program of professional development that employs school-embedded teacher learning communities as a central component, called Keeping Learning on Track®.

Click to open resource. (2005). Learning Strategies for Creating a Continuous Learning Environment.

A key component of a continuous learning system is to use a wide variety of methods, including classroom training, distance learning, mentoring, experiential learning, and participation in conferences, workshops, and seminars. This tool contains information on a number of learning strategies for creating a continuous learning environment, including individual learning strategies and organizational learning strategies.