Professional Communities and Instruction Improvement Practices: A study of small high schools in Chicago
Contributing Organization(s): Consortium on Chicago School Research
Author(s)/Creator(s): W. David Stevens
Publishing Date: 2006-01-01
Issue Areas: Children and Youth; Education and Literacy
Ownership/Rights Info: Please consult the copyright holder before using or repurposing this information.
This qualitative study, which includes interviews with principals and teachers and observations of professional development activities, teacher team meetings, and technical support consultations, concludes that the work of teacher professional communities can be divided into two categories. The supportive practices of teacher teams are related to achieving the daily tasks required of individual teachers, such as addressing students' behavioral and learning problems. Developmental practices are related to improving instruction and curriculum schoolwide, and include planning, implementing, and monitoring interventions geared toward improving student performance.
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