Voltz, Deborah, Sims, Michele and Nelson, Betty (2010). Supporting the Classroom with Materials for Instruction. ASCD.

This is a chapter from a book called Connecting Teachers, Students, and Standards. The chapter offers multiple methods to maintain similar learning gains in diverse student populations. It starts with an explanation of a Universal Design for Learning and models many different techniques, including but not limited to auditory, visual, cultural, and technological methods.

Click to open resource.

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.

 

Click to open resource.

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.

 

Click to open resource.

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.

Click to open resource.

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.

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.

Click to add resource.

DuFour, R. (2004).  What is a “Professional Learning Community”?, Association for Supervision and Curriculum Development.
The article outlines main components of effective professional learning communities. DuFour includes a careful discuss of each component and then provides examples of that component in application.

Click to open resource.

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.

National Education Association. (2006). Professional Community & Professional Development. National Education Association.

This brief provides a research-based blueprint for teacher learning, including the goals it can serve, strategic content priorities, and effective approaches or strategies. In “learning centered” schools—where there is an emphasis on both student and teacher learning—teacher professional communities are the hub of a learning system that focuses on instructional improvement. These communities are strategically linked with various other modes of professional development within and outside the school.