| Professional
Learning Communities
Conducting Teacher Leadership Forums: A Practical Guide
(2002) 
This
online publication is designed to help educators plan, implement,
and evaluate leadership forums and events that can build
professional community and collegiality among groups of
educators from different schools and districts.
A
Facilitator's Guide to Professional Learning Teams: Creating
On-the-Job Opportunities for Teachers to Continually Learn
and Grow
(2004) (sample chapter )
This
practical "how to" guide provides a series of
concrete steps and a variety of tools for a principal, a
lead teacher, or other school staff member to use in establishing
and maintaining Professional Learning Teams and in evaluating
their progress. It focuses on onsite professional development
that builds collegiality and capacity, improves teaching
quality, and focuses on student achievement.
Making the Edenton-Chowan School System a District Where Everyone
Learns (2003)
[see pages 22–25]
This
article tells the story of a small, rural North Carolina
school system that is using Professional Learning Teams
to become a professional learning community. It pinpoints
specific conditions that contributed to the success of these
collaborative teams.
Support for Professional Learning Teams (2004)
This
site is designed to provide regular updates, new tools and
information, and ideas for working with Professional Learning
Teams. It is designed to provide support for users of
A Facilitator's Guide to Professional Learning Teams.
Teachers
of the Year Speak Out: Key Issues in Teacher Professionalization
(1998)
Insights
on characteristics of quality teachers developed by a "think
tank" of past and present Teachers of the Year from
six states form the basis of this document. One characteristic
they identify is collaboration and community among colleagues.
Teachers
as Researchers
An Invitation to Leadership: The SERVE Teachers as Researchers
Academy(2003)
[see page 4]
This
article describes the rationale for and inception, growth,
and general direction of the SERVE Teachers as Researchers
Academy (TARA), including the "TARA Consortium"
comprised of SERVE staff and college-of-education representatives
from North Georgia College and State University, the University
of Montevallo, and Western Carolina University.
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Educator
Growth and Assessment
Developing
Leadership Programs for "Break-the-Mold" Public
Schools: Lessons from the SERVE Leaders Institute
(2000)
This
document distills lessons learned by designer-deliverers
of a 2-year leadership program for charter and innovative
public school teams in North Carolina. It is intended for
individuals and organizations interested in designing similar
programs for school leaders.
Leading Change in Principal Development: Notes for the Field
(2003)
This
monograph is a case report and a guide for designer-deliverers
of principal-development programs. The document describes
the activities and outcomes of a unique theory-to-practice
program, including chapters on design and management, participants,
content and delivery, logistics, and evaluation.
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