Rimm-Kaufman, S., & Sawyer, B. (2004). Primary-Grade Teachers’ Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the “Responsive Classroom” Approach. The Elementary School Journal, 104(4), 321-341.

Findings showed that teachers who reported using more Responsive Classroom (RC) practices reported greater self-efficacy beliefs and teaching practice priorities that were consistent with those of the RC approach. Teachers at RC schools were also more likely to report positive attitudes toward teaching as a profession and to hold disciplinary and teaching practice priorities that were aligned with the goals of the RC approach. Findings are discussed in relation to the teacher and school changes that accompanied implementation of the RC approach.

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Ghamraw, Norma (2013). Teachers Helping Teachers: A Professional Development Model that Promotes Teacher Leadership . International Education Studies. 

Paper outlining the conceptual framework of teachers leaders’ professional learning skills developing as a result of being a presenter in profession development for other teachers. The paper explores specific gains in this collaborative method of teacher professional growth, in addition to ways students can take part and develop leadership principles.

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The MET Project (N.D.) Feedback for Better Teaching: Nine Principles for Using Measures of Effective Teaching. The Gates Foundation.

This brief highlights a set of guiding principles from the Bill & Melinda Gates Foundation to inform the design and implementation of high-quality teacher support and evaluation systems based on three years of work by the Measures of Effective Teaching (MET) project, its partners, and other leading school systems and organizations.

 

 

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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.