By Georgea M. Langer

Whilst lecturers occasion and follow their mixed wisdom and adventure to the demanding situations of educating and studying, impressive issues can take place. during this booklet, you will discover out find out how to arrange collaborative research of pupil paintings on your tuition. built and subtle with greater than a hundred basic and secondary lecturers, this adaptable approach combines the simplest of motion study, learn teams, standards-based studying, scholar evaluate, instructor mirrored image, and portfolio evaluate. The authors advisor you thru each one part with concrete, specific descriptions and actual examples. you will examine * principles for constructing potent research teams * thoughts for documenting scholars' development towards studying criteria * equipment for reflecting on specialist progress * how one can proportion the advantages with colleagues and scholars. the program inquiry demanding situations you to ascertain your ideals approximately what scholars can do and is helping you establish which educating tools are operating such a lot effectively. You and your colleagues can gather deeper perception into the hyperlink among your guideline and every student's learning-and improve your skill to aid each pupil be triumphant.

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The Development of the Framework Since the mid-1980s we have been designing and studying innovative programs for prestudent teaching (Sparks-Langer, Simmons, Pasch, Colton, & Starko, 1990), student teaching 25 26 Collaborative Analysis of Student Work (Colton & Sparks-Langer, 1992), teacher induction, teacher supervision, and staff development (Goff, Langer, Colton, 2000). The goal of these programs has been to foster teacher inquiry and reflection. Through our experience and research, we’ve gained a vision of the responsible and effective teacher and a process for moving teachers toward this vision.

As one principal stated, “Parents love the fact that you can use work samples to talk to them about their children. ’” And a parent shared, “I’ve seen my child’s portfolio from the beginning and . . compared to now, he’s achieved so much. . ” As teachers begin to discuss standards and assessments within grade levels, a higher degree of consistency can be reached. When such discussions occur across grade levels, teachers begin to delineate a logical sequence of skills from grade to grade. As teachers in one school compared the writing rubrics for each grade level, they found some inconsistencies in what was required and made changes to close the gaps.

As reflective inquirers, teachers not only add new skills to their existing repertoire, but engage in what Thompson and Zeuli (1999) refer to as transformative learning, “thoroughgoing changes in deeply held beliefs, knowledge and habits of practice” (p. 342). Developing Teachers’ Reflective Inquiry As our vision of the teacher as a reflective inquirer evolved, so did our ideas about how to help teachers grow professionally. We recognized that the traditional one-shot workshop that presents new ideas and skills is not sufficient for transforming teachers’ practice.

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