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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Victorian Institute of Teaching. (N.D.) The Effect of the Physical Learning Environment on Teaching and Learning.

Research has shown that the physical environment of students learning environment does effect achievement. Significant improvements in the learning environment attributed to better attitudes for teaching and learning.

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Lippman, P. (2010) Can the Physical Environment have an Impact on the Learning Environment? OECD.

This report challenges traditional architectural designs for learning environments.  A  responsive design approach moves away from teacher centered learning and creates learning spaces that are conducive to social interaction and use of 21st century technology.

 

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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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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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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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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.