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Church, K., Hirsch, E., Sioberg, A. (2012) Improving Teaching and Learning Conditions: Promising Practices from Pittsburgh Schools. The New Teacher Center.

This brief was written by the New Teacher Center to provide schools with some promising strategies from seven schools in Pittsburgh to inform their own school improvement planning. These seven schools successfully addressed time, school leadership, managing student conduct, and teacher leadership with effective strategies.

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Danielson, C. (2007). The Many Faces of Leadership. Educational Leadership; ASCD.

Building a collaborative school culture is not possible without the help of effective teacher leaders. In this research report, the author explains the power of good teacher leadership in building collaboration and provides several conditions that promote leadership.

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The Center for Comprehensive School Reform and Improvement. (2009). Professional Learning Communities. The Center for Comprehensive School Reform and Improvement. The authors of this guide explain the essential characteristics of an effective professional learning community (PLC). Strategies are provided to assess the impact of collaboration on student achievement, and necessary supports are outlined.

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Lummis, B. and Gallagher, S. (2011). Using Additional Teacher Collaboration Time to Improve Student Achievement. West Ed.

This online webinar by Ben Lummis and Sarah Gallagher with the National Center on Time & Learning presents material on how to provide time for collaboration.  This is a part of the Schools Moving Up expanded learning time webinar series.

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Schlechty Center for Leadership in School Reform. (2011). Transforming Roles and Relationships: One District’s Choice to Pursue Greatness. Schlechty Center for Leadership in School Reform.

This case study tells the story of a northeastern Ohio school district’s transformation.  The district’s values, commitments to students and staff, and sense of purpose and focus — as well as the relationships between teachers and principals, students and teacher, staff and the school board, and the superintendent and other leaders across the district — are markedly different today from what they were in 1997.