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.

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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.

To supplement our online tools and resources for participants to enhance work on school improvement planning, NTC also built a series of eight 90-minute supplemental training sessions. These are built to introduce school level educators to survey results and help make connections between those results and conditions in schools. With only 90 minutes to provide instruction virtually, these sessions are not intended to solve systemic challenges at the school level, but are a great start to informing your school improvement efforts.

Online 90-minute training: Finding Time for Teachers to Plan and Collaborate

Participants in this class will:

  1. Reflect on TELL results to consider the amount and use of collaborative time
  2. Examine specific strategies for scheduling to maximize teacher time for planning and collaboration
  3. Consider protocols for using collaborative time to focus on instructional practices and student learning
  4. Explore processes toward engaging staff in scheduling and meetings in order to move forward on potential plans

Interested in participating? For more information, including a sign up, click here.

To supplement our online tools and resources for participants to enhance work on school improvement planning, NTC also built a series of eight 90-minute supplemental training sessions. These are built to introduce school level educators to survey results and help make connections between those results and conditions in schools. With only 90 minutes to provide instruction virtually, these sessions are not intended to solve systemic challenges at the school level, but are a great start to informing your school improvement efforts.

Online 90-minute training: Professional Learning Communities

  1. Identify the core principals of PLCs
  2. Understand the developmental levels of creating a high functioning PLC
  3. Reflect on the different PLCs in your school
  4. Consider supports and actions you can take to deepen the quality and effectiveness of supports

Interested in participating? For more information, including a sign up, click here.

 

To supplement our online tools and resources for participants to enhance work on school improvement planning, NTC also built a series of eight 90-minute supplemental training sessions. These are built to introduce school level educators to survey results and help make connections between those results and conditions in schools. With only 90 minutes to provide instruction virtually, these sessions are not intended to solve systemic challenges at the school level, but are a great start to informing your school improvement efforts.

Online 90-minute training: Differentiated Instruction

Participants in this class will:

  1. Examine 5 key components of differentiation as defined by Carol Ann Tomlinson
  2. Consider strategies to utilize the 5 components of differentiation
  3. Deepen the understanding of the role of assessment in differentiation
  4. Explore the potential of the Knowing Students tool to support differentiation

Interested in participating? For more information, including a sign up, click here.

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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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.