Teachers

Teachers
Al i ce Ca rl s on App l i ed Le a rning Cen ter, Fort Wort h , TX • Photo by Paul Mo s el ey

Teachers
In schools committed to change, teachers are breaking out of the
i s o l a ted confines of t h eir cl a s s rooms and devel oping new rel a ti onships
with studen t s ,co ll e a g u e s ,and com mu n i ti e s .With incre a s ed
k n owl ed ge abo ut te aching and learn i n g , t h ey are redefining thei r
roles and becoming facilitators of learning as well as assessment
s pec i a l i s t s , m en tors , m a n a gers , and lifel ong learn ers . Ma ny
teachers who have access to advanced technologies are searching

out the most up-to-date i n form a ti on abo ut edu c a ti on and cre a t-
ing ways to share ideas wi t h o t h ers . In this secti on ,we look at how
te ach ers are prep a ring for this expanded role and at schools that
are providing opportunities for on going profe s s i onal devel opm
en t . The most promising reform ef forts recogn i ze the va lue of
te ach ers’ k n owl ed ge and ex peri en ce and give them a voi ce in
h elping lead the way to bet ter sch oo l s .●
59

Working with a team of dedicated teachers,
having a voice in curriculum and management
decisions, and having access to new technologies
has made my work more challenging and
rewarding than I ever dreamed possible.
Shirley Cothran, 1 Teacher and Kentucky Alliance Consultant,Calloway County Schools
M AX S E A B AU G H

Tea cher s
Chapter 3:
Role of the Teacher
6 4 Introduction
6 6 Imagine the Possibilities:
Redefining the Role of the Teacher
by Judith Taack Lanier
70 From the Front Lines:
The Teacher as Learning Guide
by Bonnie Bracey
72 Snapshots
Innovative Schools & Programs
76 Access to Information
Organizations, Periodicals, Readings & Contact Information
Chapter 4:
Learning to Teach
8 2 Introduction
8 4 Imagine the Possibilities:
Becoming a Teacher: A Never-Ending Journey
by Linda Darling-Hammond
88 From the Front Lines:
Good Teaching is a Voyage of Discovery
by Lynn Cherkasky-Davis
90 Snapshots
Innovative Schools & Programs
94 Access to Information
Organizations, Periodicals, Readings & Contact Information
61

Chapter 3
Role of the Teacher

R O L E O F T H E T E A C H E R
n too many schools today, teachers are isolated and powerless. Decisions
about what and how to teach are made far from the classroom
by a central hierarchy of administrators. Teachers are expected to
cover the curriculum at a pre-set pace, repetitively teaching the same
thing in the same way and treating all students as if they were alike.
Teachers, too, are considered interchangeable, with few opportunities
to gain recognition for quality work or advance in the profession
without leaving the classroom.
Ma ny te ach ers , of co u rs e , bring en o u gh com m i tm en t and
en t husiasm to their jobs to overcome the “te ach er- proof” m a terials they
have to work with. They make a tremendous difference in the lives of
students and are the teachers we remember fondly throughout our
l ive s .Ot h ers ,t h o u gh ,become dem ora l i zed by the con s traints that preven t
t h em from doing what they know is be s t for the ch i l d ren in their care .
As many as half of all new teachers respond by leaving the profession.
In this ch a pter, we look at places wh ere te ach ers are su pported , t h eir
experiences valued, and where they have the lead in creating better schools. They
a re redef i n i n g what it means to be a te ach er. Ma ny are becoming managers ,
coaches, and facilitators of learning. By developing stronger relationships with
their students and a deeper understanding of learning, they are better able to
meet the needs of each individual.
The most important changes are taking place in
the classroom. Thanks to new technologies like
multimedia software and the Internet, teachers
don’t have to be the only source of knowledge
and information. Students are now able to easily tap data and expertise from

around the world, so teachers can focus on assisting them as they learn. Instead
of telling children how to approach an assignment, teachers can help students
identify strategies, guide them in appropriate directions, and make sure that they
have access to ample resources.
In order to improve their professional practice, teachers are finding
they have to organize their work lives in different ways. They are
forming teams that remain with a group of students over several
years, rather than working alone with a class for a single year.
Team teaching allows educators to pool their expertise, share their
s tren g t h s , and all oc a te their time more ef fectively.
Out s i de the cl a s s room , te ach ers are
broadening their role and respons
i bi l i ties as well . As mem bers of
s ch ool m a n a gem en t te a m s , t h ey
a re making dec i s i ons abo ut everything
from sch edules and bu d get s
to curri c u lum and tech n o l ogy. As
advoc a te s for the stu dents in thei r
charge, teachers are working with
p a rents and health and social servi
ce or ga n i z a ti ons to help fo s ter
ch i l d ren s’ overa ll devel opm en t .
They are serving as ambassadors to their communities, encouraging parents,
business people, and others to participate in schools. And as professionals who
enthusiastically pursue their own learning, teachers model an attitude essential
for success in the modern world. ●
65

Imagine the Possibilities
B Y J U D I T H TA AC K L A N I E R
Redefi n ing
Imagine a school where teaching is considered to
the role
be a profession, rather than a trade. The role of
teachers in a child’s education—and in American
culture—has fundamentally changed. Teaching
differs from the old “show-and-tell” practices as
much as modern medical techniques differ from
of
practices like applying leeches and bloodletting.
assess whether they are being met; their
In s tru cti on isn’t pri m a ri ly lectu r-
preparation as teachers and their ongoing
professional development; and the
ing to stu dents who sit in rows at
desks dutifully listening and recording
what they hear, but of fers each
they work. In short, teachers are rein-
very structure of the schools in which
and every child a rich,rew a rd i n g, a n d
venting themselves and their occupation
u n i que learning ex peri en ce .The educational
environment isn’t confined to the
to better serve schools and students.
classroom
, but ex tends into the hom e , the com mu n i ty,
and around the world. Information isn’t bound
primarily in books, but is available everywhere in
bits and bytes.Students aren’t consumers of facts,
but active cre a tors of knowledge. Schools aren’t
bricks and mortar, but centers of lifelong learni
n g. An d , most import a n t ly, te aching is recogn i zed
as one of the most ch a ll en ging and re s pected
c a reer ch oi ce s , a b s o lutely vital to the soc i a l , c u l-
tural, and economic health of our nation.
Today, as we count down the final years of the
20th century, the seeds of such a dramatic transform
a ti on in edu c a ti on are being planted .
Prompted by massive revolutions in knowledge,
information technology, and public demand for
better learning, schools nationwide are slowly but
surely restructuring themselves. Leading the way
a re thousands of te ach ers who are ret h i n k i n g
every part of their jobs—their relationship with
s tu den t s , co ll e a g u e s , and the com mu n i ty; t h e
tools and tech n i ques they em p l oy; t h eir ri gh t s
and re s pon s i bi l i ti e s ; the form and con tent of
c u rri c u lu m ; what standards to set and h ow to
N ew Relationships and Practices Trad i ti on a lly,
teaching was a combination of information dispensing,
custodial childcare, and sorting out academ
i c a lly incl i n ed stu dents from others . Th e
underlying model for schools was an education
f actory in wh i ch adu l t s , paid hourly or daily
wages, kept like-aged youngsters sitting still for
standardized lessons and tests. Teachers were told
wh a t , wh en , and how to te ach . Th ey were
requ i red to edu c a te every stu dent in ex act ly the
same way and were not held re s pon s i ble wh en
many failed to learn. They were expected to teach
using the same methods as past generations, and
any deviation from traditional practices was disco
u ra ged by su pervi s ors or pro h i bi ted by a myri ad
of edu c a ti on laws and reg u l a ti on s . Thu s , m a ny
teachers simply stood in front of the class and
del ivered the same lessons year after ye a r, growi n g
gray and we a ry of not being all owed to ch a n ge
what they were doing.
Judith Taack Lanier 2 is a Distinguished Professor
of Education at Michigan State University.
67

th eTe ach er
Many teachers today, however, are encouraged
to ad a pt and adopt new practi ces that ack n owled
ge both the art and scien ce of l e a rn i n g. Th ey
u n derstand that the essen ce of edu c a ti on is a
close relationship between a knowledgeable, caring
adult and a sec u re , m o tiva ted ch i l d . Th ey
grasp that their most important role is to get to
k n ow each stu dent as an indivi dual in order to
com preh end her unique need s , l e a rning styl e ,
s ocial and cultu ral back gro u n d , i n tere s t s , a n d
abilities. This attention to personal qualities is all
the more important as Am eri
c a continues to become the
most plu ra l i s tic nati on on
e a rt h . Te ach ers have to be
com m i t ted to rel a ting to
yo u n gs ters of m a ny cultu re s ,
including those young people
wh o, with trad i ti on a l
te ach i n g, m i ght have dropped
o ut — or have been forced out
—of the education system.
Their job is to counsel students as they grow and
m a tu re — h elping them integra te their soc i a l ,
emotional,and intellectual growth—so the union
of these som etimes sep a ra te dimen s i ons yi el d s
the abilities to seek, understand, and use knowledge;
to make better decisions in their personal
l ive s ; and to va lue con tri buting to soc i ety. Th ey
must be prepared and permitted to intervene at
any time and in any way to make sure that learning
occ u rs . Ra t h er than seeing them s elves solely
as masters of su bj ect matter su ch as history,
m a t h , or scien ce , te ach ers incre a s i n gly understand
that they must also inspire a love of l e a rn i n g.
In practi ce , this new rel a ti onship bet ween
teachers and students takes the form of a different
concept of instruction. Tuning into how students
re a lly learn prom pts many te ach ers to rej ect
teaching that is primarily lecture-based in favor
of instruction that challenges students to take an
active role in learn i n g. Th ey no lon ger see thei r
pri m a ry role as being the king or qu een of t h e
classroom, a benevolent dictator deciding what’s
best for the powerless underl i n gs in their care .
The underlying model for
schools was an education
factory in which adults,
paid hourly or daily wages,
kept like-aged youngsters
s i t ting sti ll for standard i zed
lessons and tests.
Th ey ’ve found they accomplish more if t h ey
adopt the role of edu c a ti onal guide s , f ac i l i t a tors ,
and co-learners.
The most respected teachers have discovered
how to make students passionate participants in
the instru cti onal process by providing proj ect -
b a s ed , p a rti c i p a tory, edu c a ti onal adven tu re s .
They know in order to get a student to truly take
re s pon s i bi l i ty for her own edu c a ti on , that the
curriculum must relate to her life, learning activi
ties must en ga ge her natu ral curi o s i ty, a n d
assessments must measure real accomplishments
and be an integral part of learning. Students work
harder when teachers give them a role in determining
the form and con tent of t h eir sch oo l-
i n g — h elping them cre a te their own learn i n g
plans and deciding the ways in which they will
demonstrate that they have, in fact, learned what
they agreed to learn.
Rather than broadcasting content, the day-today
job of a teacher is becoming one of designing
and guiding students through engaging learning
opportu n i ti e s . An edu c a tor ’s most import a n t
re s pon s i bi l i ty is to search out and con s tru ct
m e a n i n gful edu c a ti onal ex peri en ces that all ow
students to solve real-world problems and show
that they have learn ed the big ide a s , powerf u l
skills, and habits of mind and heart that meet
agreed-upon educational standards. The result is
that the abstract, inert knowledge that students
used to memorize from dusty textbooks, comes
alive as they participate in the creation and extension
of new knowledge.
New Tools and Environments One of the most powerful
forces changing teachers’ and students’ roles
in education is new technology. The old model of
i n s tru cti on was pred i c a ted on inform a ti on scarc i ty.
Te ach ers and their books were inform a ti on oracl e s ,
s pre ading knowl ed ge to a pop u l a ti on with few
other ways to get it. But today’s world is awash in
information from a multitude of print and electronic
sources. The fundamental job of teaching
is no longer to distribute facts, but to help children
learn how to use them by developing their
6 8

abilities to think critically, solve problems, make
informed judgments, and create knowledge that
benefits both the students and society. Freed from
the re s pon s i bi l i ty of being pri m a ry inform a ti on provi
ders , teachers have more time to spend working
one-on-one or with small groups of students.
Rec a s ting the rel a ti onship bet ween stu dents and
te ach ers demands that the stru ctu re of s ch oo l
ch a n ges as well .While sti ll the norm in many place s,
the practice of isolating teachers in cinder-block
rooms with age - graded pupils ro t a ting thro u gh
classes every hour ac ross a sem e s ter — or every
year in the case of el em en t a ry trad i ti ons—is bei n g
abandoned in more and more schools that want
to give te ach ers the
time, space, and support
to do their jobs.
Ex ten ded instru cti on a l
peri ods and sch oo l
d ays , as well as reorganized
yearly schedu
l e s , a re all bei n g
tried as ways to avoid
ch opping learning into
of ten arbi tra ry chu n k s
b a s ed on limited ti m e .
Rather than inflexibly
grouping stu dents in
grades by age, many schools feature mixed-aged
classes in wh i ch stu dents spend ye a rs with the
same te ach ers . And abi l i ty gro u p s , f rom wh i ch
those ju d ged less talen ted can ra rely break free , a re
being ch a ll en ged by a recogn i ti on that current stand
a rd i zed tests do not measu re many abi l i ties or take
into account the different ways people learn best.
One of the most important innova ti ons in
i n s tru cti onal or ga n i z a ti on is team te ach i n g, i n
which two or more educators share responsibility
for a group of students. This means that an individual
teacher no longer has to be all things to all
s tu den t s . It all ows her to app ly her stren g t h s ,
interests, skills, and abilities to the greatest effect,
k n owing that ch i l d ren won’t su f fer from her we a k-
nesses because there’s som eone with a different set
of a bi l i ties to back her up. To tru ly profe s s i on a l i ze
teaching, in fact, we need to further differentiate
the roles a teacher might fill. Just as a good law
firm has a mix of associates, junior partners, and
senior partners,schools should have a greater mix
of te ach ers who have appropri a te levels of re s pons
i bi l i ty based on their abi l i ties and ex peri en ce level s .
Just as much of a lawyer’s work occurs outside the
co u rtroom , so too, should we recogn i ze that mu ch
of a teacher’s work is done outside the classroom.
N ew Professional Responsibilities As i de from
rethinking their primary responsibility as directors
of student learning, teachers are also taking
on other roles in schools and in their profession.
They are working with colleagues, family members
, po l i ti c i a n s , ac adem i c s , com mu n i ty members
, em p l oyers , and others to set clear and
obtainable standards for the knowledge, skills,
and values that we should expect America’s children
to acquire. They are participating in day-tod
ay dec i s i on making in sch oo l s , working side -
by-side to set priorities and dealing with organiz
a ti onal probl ems that affect their stu den t s’
learning. Many teachers
also spend time re s e a rchi
n g various questions of
edu c a ti onal ef fectiven e s s ,
expanding the understanding
of the dy n a m i c s
of l e a rn i n g. And more
te ach ers are spending ti m e
m en toring new mem bers
of their profession,making
sure that college of
Teachers have discovered
how to make stu d en t s
passionate participants in
the instructional process
by providing project-based,
participatory, educational
adventures.
education graduates are truly ready for the complex
challenges of today’s classrooms.
Rei nven ting the role of te ach ers inside and
o ut s i de the cl a s s room can re sult in sign i f i c a n t ly
better schools and better educated students. But
while the roots of such improvement are taking
hold in today’s schools, they need continued nurtu
ring to grow and tru ly tra n s form Am eri c a’s
l e a rning landscape . The rest of u s — po l i ti c i a n s
and parents, superintendents and school board
m em bers , em p l oyers and edu c a ti on sch ool fac u l ty
—must also be willing to rethink our roles in
education to give teachers the support, freedom,
and trust they need to do the essential job of educating
our children. ●
6 9

R O L E O F T H E T E A C H E R
From
the Front
Lines
B Y B O N N I E B R A C E Y
The Teacher
as
Al ex ,a fo u rth grader in my class at
As h l awn Elem en t a ry Sch ool i n
Arl i n g ton , Va ., bro ke into te a rs .
He’d been working on the de s i gn
for Ma rs vi ll e , a co l ony on the
fo u rth planet from the Su n .
Through the project, sponsored
by the Ch a ll en ger Cen ter for Space
Science Education, kids not only
learn facts about Mars, but they
also gra pple with the probl em s
humans would encounter living and working in
an alien environment. Alex was trying to figure
out a way to cook his favorite food—hamburgers
—in space. He’d been consulting with a British
scientist via the Internet about the question. The
tears started when the man told Alex that he’d
soon be visiting Washington, D.C., for a National
Science Foundation meeting. Could he and Alex
get toget h er and “do lu n ch ?”“I didn’t tell him that
I ’m on ly in the fo u rth grade ,” s obbed Al ex ,t h i n k i n g
h e’d done som ething wron g.“I don’t know how to
‘do lu n ch .’”
Su ch are the won derf u l — yet som etimes bu m py
— edu c a ti onal adven tu res that arise wh en stu den t s
take responsibility for their own learning. Traditionally,
the teacher is an all-knowing fountain of
wisdom spouting facts that students are expected
to soak up. During more than three decades in
education, however, I’ve come to believe that the
proper role of the teacher is to be a learning
guide, an educational facilitator, and a broker of
learning opportunities.
In my early days of te ach i n g — du ring the
1960s and ’70s—the cl a s s room som etimes fel t
like a cell, with both the students and myself prisoners
of time and the educational climate. As I
explained lessons to the students, their little faces
would glance longingly at the real world outside
the classroom window. One day, a little boy stood
up and said, “I’m tired of all of this talking. You
just talk, talk, talk all the time.”
He was bored to death, and, frankly, so was I. I
wanted to be a creative teacher inspiring students
to learn.I wanted my students to care about being
in school. So I decided to reinvent my teaching.
Ra t h er than trying to dom i n a te my cl a s s , I learn ed
to make it a shared ex peri en ce .In the spirit of su ch
s el f - d i rected learn ers as Th omas Jef fers on and
G eor ge Wa s h i n g ton Ca rver, I taught kids that they
didn’t have to depend on someone else for their
edu c a ti on — t h ey could learn on their own . My
job was to observe, to assist, to suggest,and, when
Learning

t h i n gs were going well , to fade into the corn ers
of the classroom.
The most important change I made was to see
my job through the eyes of children and to really
get to know the stu dents in my care . I began to
devote the first month of school to learning about
my kids—a mixed group of fourth and fifth
graders . We made vi sual maps of t h eir family
tree s , i n tere s t s , and ide a s . We cre a ted ti m el i n e s
and wrote autobiographies. I arranged camping
trips and mu s eum visits that bon ded the cl a s s
into a group. Each child got a new start with me;
I tru s ted and bel i eved in them no matter wh a t
their official records said.
My goal was to tap into the spirit of curiosity
and ex p l ora ti on that all ch i l d ren share . Wh en kids
a re all owed free time on playgro u n d s ,t h ey form litt
l e groups to inve s ti ga te a mud puddle or trace the
paths of ants. They are forever solving problems
Guide
and making things — tree houses, d rawi n gs ,
model airplanes. So I filled our classroom with a
treasure chest of goodies, making it a hands-on
learning laboratory for kids to explore. There
were rocks and rocket s , petri f i ed wood and fo s s i l s,
pots and pans, maps and atlases, paintings and
posters, calculators and incubators, greenhouses
and butterfly boxes, masks and artifacts from
around the world, even a tile from a space shuttle.
Occasionally, students sat at desks as I talked to
t h em , but most of t h eir time was spent doi n g
proj ects that com bi n ed knowl ed ge with cre a tive
probl em solvi n g. As part of a Na ti onal Geogra ph i c
Kids Network project called “What is Water?” we
measured and monitored the water quality in a
stream outside our school. We took field trips to
the Chesapeake Bay and stomped through mud
in search of plankton and tiny crabs.We observed
the effects of acid rain on historic buildings in
Alexandria, Va. We created stories, poems, magazines,
and murals based on water themes. Using
computers, we mapped and graphed and shared
and compared data about water resources with
other children around the world.
Over the ye a rs I took adva n t a ge of every
opportunity to learn about—and obtain grants
for — h i gh - tech tools for my cl a s s room . F i n a lly,
we had com p uters ,C D - ROM players , and modem s
that allowed learning to reach beyond the confines
of the school into the real world. Through
the Internet, a virtual faculty of teachers, students,
and experts was available to me and my
kids. This global networking allowed the tiniest
fingers to explore the biggest ideas.
I saw myself as a co-learner with my kids, and
I gave myself permission to learn as much as I
needed to be a good teacher. I studied marine
biology and met huge mosquitoes as I tromped in
wading boots through creeks and marshes. As a
Challenger Center fellow, I set off a rocket, stood
in a wind tunnel, flew kites, and piloted a glider.
Occasionally, students sat at desks as I talked
to them, but most of their time was spent
doing projects that combined knowledge with
creative problem solving.
A couple of ye a rs ago, I left the cl a s s room to
expand my role as a change agent in education. I
worked with the Na ti onal In f ra s tru ctu re In form a-
ti on Advi s ory Council to bring el ectronic net worki
n g to schools, libraries, and homes, so that every
student can have the kind of access to learning
that my kids did. I’ve also helped to launch the
Online Internet Institute (URL: http://oii.org),an
electronic network dedicated to teachers teaching
teachers, a place in cyberspace where educators
can learn and grow together.
The underlying goal of this work, however, is
the same one I’ve always had: to offer kids the
rich education I never got as a child. The most
important role for a teacher, I believe, is to introduce
children at early ages to a wealth of wonderful
learning opportu n i ties so that they are
inspired to think about who they can be and what
they can do for the rest of their lives. ●
Bonnie Bracey 3 is a technology teacher in residenc e
at the Arlington Career Center and the director of
education networks at The McGuffey Project.
7 1

R O L E O F T H E T E A C H E R
Snapshots
Teachers in Charge
“I’ve taught at other schools before, but I’ve never been this happy and
satisfied with my work,” says Jean Hurst, a second-grade teacher at The
Children’s School of Rochester (CSR).“The excitement that comes from
helping govern the school really keeps me focused. I’m designing curriculum.
I’m determining what the report card will look like. I’m making
decisions about the school’s budget. Talk about teacher autonomy!”
CSR’s staff of 15 teachers, together with the principal, support staff,
and family members, are jointly responsible for the academic and
administrative operation of the K-3 school. This shared responsibility
takes time—faculty work long hours and spend a lot of time in meetings
and on the phone—but the teachers say it’s worth it, because they
feel free to create the best possible school.
To manage these non-traditional duties, the staff has organized itself
into permanent work groups that address issues from staff development
to tech n o l ogy integra ti on . E ach te ach er is also a mem ber of a grade - l evel
team that identifies goals, objectives, and the subject matter knowledge
t h ey want stu dents to acqu i re .
Th ey then co ll ect el ectronic and
print re s o u rce s — su ch as software
programs and ch i l d ren’s literature—and
create interdisciplinary
proj ects based around a broad
t h em e . The secon d - grade te a m ,
for instance, used the theme “winter weather in the tropical and tempera
te zon e s ,” to cre a te a proj ect in wh i ch stu dents tu rn ed the te a m’s two
ad j oining cl a s s rooms into repre s en t a ti ons of wi n ter in two different cl i m a te s .
CSR’s faculty uses their autonomy to constantly improve the school’s
teaching and learning environment. “We are truly treated as professionals
here,” says second-grade teacher Deanne Delehanty, “so we really try
to live up to those expectations for ourselves.” ●
The Children’s School of Rochester Rochester
City School District,494 Averill Street, Rochester,
NY 14607 Contact: Edward J. Witaszek, Principal •
Phone: (716) 262-8830 • Fax:(716) 262-8834 •
E-mail:Edward_Witaszek@mistand.com
Hi gh-Tech
Teaching
Teachers at ACT Academy in
McKinney, Tex., are using technology
to transform the way they
teach, develop curriculum and
assessment, and communicate
with stu dents and other edu c a tors .
Founded in 1993 as a “school of
the future,” the suburban K-12
school of 250 students is run
entirely by its teachers, staff, and
family members. “One of the
hardest things to do was to let go
of some of the old paradigms and
change our role as teachers,” says
Nana Hill, a teacher at ACT. “We
literally had mock funerals for
things like ditto sheets and
45-minute schedules.”
ACT Academy serves as a laboratory
for the district, hosting visitors
interested in learning more
about educational technology
and teacher-designed curriculum.
Its teachers make extensive use
of electronic networks, including
the Texas Education Network
(TENET) and the Internet, to
locate resources for student projects,
download lesson plans, and
communicate with other educators
around the country. Each
teacher has a portable networked
computer and there are phones in
every classroom—a practice still
unheard of in most schools. ●
ACT Academy Mc Ki n n ey In depen den t
School District,510 Heard Street,
McKinney, TX 75069 Contact: Judy
Bratcher, Director • Phone:
(214) 569-6455 • Fa x : (214) 542-2924 •
E-Mail: JBratcher@tenet.edu

Teaching Externships
Each year, 48 middle and high school teachers in the Miami area are
rel e a s ed from regular cl a s s room re s pon s i bi l i ties for nine weeks to
research, develop, practice,and evaluate curriculum and teaching methods.
Under a program run by the Dade Academy for the Teaching Arts
(DATA), based at Miami Beach Senior High School, these teachers,
known as “externs,” use their sabbaticals to work on projects related to
their interests and disciplines. Their teaching duties are assumed by a
cadre of highly trained replacement teachers.
Externs receive support from DATA resident teachers—classroom
teachers who spend part of their time helping externs refine their
research,identify resources and experts,and arrange visits to innovative
programs and classrooms. The DATA teachers, who were selected for
their high levels of expertise, also conduct seminars for the externs on
issues such as child development and technology integration.“At DATA,
the word ‘professional’ is really upheld,” says Ricki Wehye, a DATA resident
teacher.“We give our teachers recognition for a job well done, treat
them as friends, and make them proud again of being a teacher.”
Since DATA’s creation in 1987, externs have completed more than
600 projects ranging from the development of a curriculum unit on the
Holocaust to the creation of a mentoring program that pairs highachieving
students with less advantaged peers. The externs share their
projects with interested colleagues and the entire collection of projects
has been indexed and made available to every school in the district. ●
“At DATA, the word
‘professional’ is re a lly
u p h el d .We give ou r
te a ch ers recognition for
a job well done, treat
them as friends,and
make them proud again
of being a teacher.”
Dade Academy for the Teaching
Arts Miami Beach Senior High
School,Dade County Public Schools,
2231 Prairie Avenue, Miami Beach,
FL 33139 Contact: Evelyn C. Ca m pbell,
Te ach er- Di rector • Phon e :
(305) 532-0846 • Fax: (305) 672-8231
Ready, Aim, Foxfire
Is a ac Di ck s on Elem en t a ry Sch oo l
in As h evi ll e ,N . C . ,is the on ly el e-
m en t a ry sch ool in the nati on wi t h
an en ti re te aching staff tra i n ed in
the Fox f i re approach to instru c-
ti on .Un der the Fox f i re approach ,
wh i ch evo lved from stu den t -
produ ced magazines and boo k s
a bo ut So ut h ern App a l achian fo l k-
l i fe ,te ach ers devel op curri c u lu m
that draws on the unique re s o u rce s
of t h eir com mu n i ti e s .
Te ach ers and stu dents agree on
proj ects that give stu dents a
h a n d s - on way to learn the curri
c u lum and lead to a produ ct
that shows they have learn ed the
m a teri a l . To stu dy we a t h er, for
ex a m p l e , s tu dents con s tru cted
rain ga u ges and we a t h erva n e s ,
wh i ch they used to keep det a i l ed
records of l ocal we a t h er pattern s .
While stu dents work on proj ect s ,
te ach ers spend mu ch of t h eir ti m e
c a ref u lly ob s ervi n g, assessing each
ch i l d ’s progre s s , and devi s i n g
Isaac Dickson Elementary School
As h evi lle Ci ty Sch oo l s ,125 Hi ll Street ,
Asheville,NC 28801 Contact: Robert
J. McGrattan, Principal • Phone:
(704) 255-5376 • Fa x : (704) 255-5589 •
URL:http://www.
ashvillecityschools.edu/issacdickson
w ays to make su re each stu den t’s
i n s tru cti onal needs are met .
This approach to instru cti on
requ i res te ach ers to be cre a tive ,
e a ger to learn new things ,a n d
wi lling to con s t a n t ly hone thei r
te aching skill s . Di ck s on’s te ach ers
use a regi onal net work of Fox f i re
edu c a tors for mu ch of t h eir profe
s s i onal devel opm en t .Mem bers
of this profe s s i onal net work
exch a n ge ide a s , i n form a ti on ,a n d
re s o u rce s , and visit each other ’s
s ch ools and cl a s s room s .Wee k ly
f ac u l ty meeti n gs serve the same
p u rposes within the sch oo l . Di cks
on te ach ers say that the en ti re
s t a f f’s parti c i p a ti on in Fox f i re has
h el ped them devel op into a co h e-
s ive unit with a com m on foc u s
and directi on .●
7 3

R O L E O F T H E T E A C H E R
O n - t h e-Job Re s e a rch
Every te ach er do u bles as an educ
a ti onal re s e a rch er at Coal Cree k
E l em en t a ry in Lo u i s vi ll e , Co l o.
E ach ye a r, the staff at this su bu r-
ban el em en t a ry sch ool iden ti f i e s
qu e s ti ons abo ut te aching and
l e a rning that they want to ex p l ore
ei t h er indivi du a lly or as a sch oo l -
wi de te a m . One proj ect , for ex a m-
p l e , l oo ked at how the qu e s ti on s
ch i l d ren ask can be used to
i den tify differen ces in their learning
styles and social devel opm en t .
Te ach ers ga t h er data by ob s ervi n g
cl a s s rooms and intervi ewing
ch i l d ren , co ll e a g u e s , and family
“We are fortunate to have a
district that says, ‘We want
things to be better for kids,so
we are going back to teachers
to make that happen.’”
Gorham School Department
270 Main Street,Gorham,ME 04038
Contact: Tim W. McCormack, Superintendent
• Phone:(207) 839-5000 •
Fax: (207) 839-5003 • E-mail:
TIMM@gorham.k12.me.us •
URL: http://MaineEd.cybertours.com/
MaineEd/Gorham
m em bers . Pa ra profe s s i onals and
f a m i ly mem bers help with intervi
ewing and doc u m en ting findi
n gs . Te ach ers tu rn to the In tern et
and a large profe s s i onal libra ry to
h elp inform their re s e a rch .
Coal Creek Elementary School
Boulder Valley Public Schools, 801
West Tamarisk, Louisville,CO 80027
Contact: Ellen Goering, Principal •
Phone: (303) 666-4843 • Fax:
(303) 661-9892 • E-mail: loverhls@
bvsd.k12.co.us • URL: http://bvsd.k12.
co.us/schools/coalc/Pages/Home.html
“Our research gives us a constructive
way of dealing with
challenges and problems,” says
Ellen Goering, Coal Creek’s principal.
“We collect and research
information and we hash it out
together.” Substitute teachers staff
the school one day each month
so teachers can meet to share
research topics and strategies and
evaluate work on curriculum and
assessment. Through partnerships
with local universities,
research projects often evolve
into professional development
courses that provide teachers
with graduate credits and help
hone their research skills
and methods. ●
Teachers as Leaders
As the designated Teacher Scholar at Narragansett School in Gorham,
Maine, Debbie Loveitt recently enjoyed an experience more familiar to
university professors than to kindergarten through 12th-grade teachers.
She was freed from her classroom responsibilities for a full year to pursue
professional interests that she would not otherwise have time for.
Debbie used the year to learn more about student assessment and educational
technology and to share her knowledge with other teachers
through workshops, presentations,and one-on-one sessions.“I’d always
seen myself as a leader in my own classroom,” she says, “but this experien
ce gave me the opportu n i ty to use those leadership skills to help others .”
For more than a decade, the Gorham School Department, a suburban
school district of 2,400 students in southern Maine, has encouraged
teachers to become leaders with the idea that they’ll then pioneer new
practices for their peers. Each year, teachers and staff at each of the district’s
six schools create special leadership positions for experienced
educators and allocate funds to support them. Up to a third of the district’s
170 classroom teachers assume these roles in any given year, usually
in addition to their regular teaching duties. The teacher-leader
positions allow educators to take on new challenges and advance in
their profession without leaving the classroom to become administrators.
They learn new teaching skills and are better able to manage student
learning.
Gorham’s schools use block scheduling and common planning times
to give all teachers opportunities to work together, and provide phones
and networked computers in classrooms to encourage communication.
“We are fortunate to have a district that says, ‘We want things to be better
for kids, so we are going back to teachers to make that happen,’”says
Michael Carter, a teacher-leader in social studies. ●

Teachers
Supporting
Teachers
Ci n c i n n a ti ’s Peer As s i s t a n ce and
Eva lu a ti on Program (PA E P )
addresses problems that vex many
school districts: how to find suffic
i ent time to eva lu a te te ach ers ,
h elp those who are inex peri en ced
or aren’t performing up to par, and
avoid a protracted dismissal process
for those who fail to improve. PAEP, like similar programs in a
handful of other districts across the nation, solves these problems by
empowering teachers to evaluate and monitor their own ranks.
Under PAEP, experienced teachers are released from classroom
duties for two years to supervise and assist new teachers,as well as evaluate
and support veteran teachers who are experiencing difficulties in
their classrooms. These teachers, known as “consulting teachers” or
“CTs,” are trained in clinical supervision and curriculum development
and observe models of effective teaching at the district’s professional
development academy. They are then assigned a maximum of 14 new
and veteran teachers and spend between 40 to 100 hours with each
on e , ob s erving and com m en ting on their practi ce , a s s i s ting in the
design of curricula and assessments, modeling lesson plans, and helping
establish discipline procedures.
Both teachers and administrators say the program is achieving its
goal of improving the competency of the district’s teachers. At the
same time,it has improved relations between the district and its teachers’
union and made it easier to dismiss teachers who fail to make
agreed-upon improvements. ●
Peer Assistance and Evaluation
Program Cincinnati Public Schools,
Aiken High School Annex,
5641 Belmont Avenue, Cincinnati,
OH 45224 Contact: Franki Bryant,
Facilitator • Phone:(513) 853-8468 •
Fax: (513) 853-8466
Ma gn ets for In n ova ti on
G a rdendale Elem en t a ry Ma gn et
S ch ool in Merritt Is l a n d , F l a . , i s
actu a lly four them e - b a s ed sch oo l s
in on e . Its Sch ool of Perform i n g
Arts em ph a s i zes proj ects in the
a reas of mu s i c , d a n ce , and dra m a .
The Sch ool of Math and Scien ce
fe a tu res hands-on activi ties su ch
as growing tob acco worms and
ob s erving met a m orph o s i s . Th e
S ch ool of Arts and Cu l tu re
con cen tra tes on world cultu re s
and language s . In the Sch ool of
Mi c ro s oc i ety, s tu dents en ga ge in
re a l - world activi ties like opera ti n g
an in-sch ool postal sys tem , m a n-
a ging a bank with its own curren c y,
and publishing news p a pers .
In order to guide all this activi ty,
teachers take leadership roles in
all of the schools’ operations.
Each school is managed by a lead
teacher who works with the faculty
and principal on academic
and ad m i n i s tra tive issu e s .An o t h er
teacher serves as a specialist in
the school’s theme, helping fellow
Gardendale Elementary Magnet
School Brevard County, Florida
Public Schools,301 Grove Boulevard,
Merritt Island,FL 32953 Contact:
Albert Narvaez,Jr., Principal • Phone:
(407) 452-1411 • Fax: (407) 454-1094
educators gather resources, plan
units, and develop projects.
Other innovations at Gardendale
enable teachers to expand
their roles beyond traditional
teaching. Adjoining classrooms
make it easier for teachers to collaborate
or serve as mentors to
each other. The school’s yearround
schedule of nine weeks in,
three weeks out, reduces teacher
burnout and gives them time to
further their professional development
and create thematic units
reflecting each school’s focus. ●
7 5

R O L E O F T H E T E A C H E R
Organizations
A C C E S S T O I N F O R M A T I O N
Center for Research on the Context of Teaching (CRC) Description: Research
center affiliated with the Stanford University School of Education. Purpose:
To identify and investigate factors such as school environment, organization,
and policy that affect te aching and learn i n g. Activities: C RC re s e a rch ers analy ze
h ow teaching and learning are shaped by the policies,cultures, and organizational
structures of schools.Findings are available in books,papers,and
reports. Contact: Julie Cummer, Project Administrator • Center for Research on
the Context of Teaching, School of Education, Stanford University, CERAS
Bu i l d i n g, S t a n ford , CA 94305 • Phon e : (415) 723-4972 • Fa x : (415) 723-7578 •
E-mail:cummer@Forsythe.Stanford.edu
American Federation of Teachers (AFT) Educational Issues Department
Description: Division of the American Federation of Teachers that focuses on
professional issues. Purpose: To help teachers strengthen their own teaching
and assume leadership in school reform efforts. Activities: Offers workshops,
professional development programs,and individualized assistance on
reform-related issues. Helps teachers disseminate their work throughout
AFT’s affiliate network. Annual conferences bring together teachers, community
leaders,and organizations to develop and advocate policy changes. Also
publishes regular reports on a variety of policy and practice issues and a
newsletter, QuESTLINE, which provides a forum for AFT views on current
educational reform initiatives. Contact: Eugenia Kemble, Assistant to the
President • Educational Issues Department, American Federation of Teachers,
555 New Jers ey Avenue NW, Wa s h i n g ton , DC 20001 • Phon e : (202) 879-4463 •
Fax: (202) 393-7483
Foxfire Fund, Inc. Description: Fox f i re is an edu c a ti onal or ga n i z a ti on that work s
with teachers, primarily through training and other support programs, to
enco u ra ge ch a n ges in sch oo l s .Fox f i re got its start as a cl a s s room proj ect in
wh i ch high school students produced a magazine and several best-selling
books on Appalachian folklore. Purpose: To assist teachers in developing more
effective relationships and creating a hands-on,learner-centered curriculum.
Activities: Offers professional development and networking opportunities.
Publishes Hands-On: A Journal for Teachers. Contact: Kim Cannon, Executive
Assistant • Foxfire Fund, Inc.,PO Box 541, Mountain City, GA 30562 •
Phone:(706) 746-5318 • Fax: (706) 746-5829 • E-mail: foxfirefnd@aol.com •
URL: http://www.foxfirefnd.com
“I spend a lot of time on-line, downloading lesson
plans, keeping in touch with other educators, and
sharing information. Then I take the knowledge
I gain and share it with the rest of the school.”
Center for Teaching
and Learning (CTL)
Computer-Using
Educators, Inc. (CUE)
Description: A division of Description: A Ca l i forn i a -
the National Education based nonprofit educational
organization
Association that houses
the National Center for with more than 10,000
Innovation,the
members worldwide.
National Foundation Purpose: To help kindergarten
through 12th-
for Improvement of
Education,and the grade and university
Center for Education educators integrate
Technology. Purpose: To tech n o l ogy wi t h
improve public schools teaching and learning.
and colleges of education,
foster effective annual conferences,
Activities: Holds two
professional development
and teacher educational technology
the oldest and largest
leadership, integrate gatherings in the
technologies with nation. Maintains a
reform efforts,and network of 23 regional
support school
organizations in
improvement legislation.
Activities: Offers m em bers grants to
California, which give s
publicati on s ,works
h op s ,grants for te ach-
instruction and sponsor
i n tegra te tech n o l ogy wi t h
ers , and on - s i te
regular meetings to
assistance at selected facilitate information
l oc a ti on s .Contact: L a u ri e sharing. Publishes a
Wh eel er, Program As s i s- bimonthly newsletter,
t a n t • Center for Teaching
and Learning, tion and ideas for using
CUE, offering informa-
National Education technology in the classroom.
Contact: Gloria
Association,1201 16th
S treet NW, Wa s h i n g ton , Gibson, Assistant Director
• Computer-Using
DC 20036 • P h on e :
(202) 822-7013 • Educators, Inc.,1210
Fax: (202) 822-7974 • Marina Village Parkway,
U R L :h t tp :// w w w. n e a . or g Suite 100, Alameda,
CA 94501 •
P h on e : (510) 814-6630 •
Fax: (510) 814-0195 •
E - m a i l :Cu ei n c @ a o l om . c •
U R L :h t tp :// w w w / c u e . or g
Nana Hill, 4 Learning Facilitator, ACT Academy,
McKinney Independent School District

National Board for Professional Teaching St a n d a r d s
(NBPTS) Description: An independent board with 63
members, a majority of whom are classroom
teachers. Proposed in The Nation Prepared, a 1986
report of the Carnegie Task Force on Teaching as
a Profession. Purpose: Dedicated to improving student
learning by helping to professionalize teaching
and bring it the respect and recognition the
work deserves. Activities: Under the auspices of the
National Board,some of the n a ti on’s preem i n en t
edu c a ti on re s e a rch ers , toget h er with practicing
teachers,have developed a process for certifying
kindergarten through 12th-grade teachers who
demonstrate “professional teaching excellence.”
They are defining standards of accomplishment in
teaching and are testing new ways of assessing
teaching quality, such as reviewing portfolios and
videotapes of teachers’ work. Contact: James A.
Kelly, President • National Board for Professional
Teaching Standards,26555 Evergreen Road, Suite
4 0 0 ,So ut h f i el d ,MI 48076 • Phon e : (810) 375-4444 •
Fax: (810) 351-4170 • E-mail: NBPTS@aol.com
National Center for Restructuring Education,
Schools and Teaching (NCREST) Description: A
university-based research and networking organization
with more than 50 affiliates. Purpose: To
i den tify and prom o te ch a n ges needed to tra n s form
schools so they better meet children’s needs.
Activities: Quarterly newsletter, Resources for
Restructuring, provides information about school
change efforts around the nation. Maintains an
electronic network focusing on comprehensive
assessment. Offers a collection of videos that
feature learner-centered schools and classrooms.
Numerous publications include the NCREST Affil -
iates Directory, a guide to leading reform organizations,as
well as research on student-centered
practice throughout the country. Contact: Diane
Harrington, Director of Communications •
National Center for Restructuring Education,
Schools and Teaching, Teachers College, Columbia
University, Box 110,525 West 120th Street, Room
411 Main Hall, New York,NY 10027 •
Phone: (212) 678-3015 • Fax: (212) 678-4170 •
URL: http://www.tc.columbia.edu/~ncrest
Quest Center Description: An arm of the Chicago Teacher’s Union created to support school reform
efforts. Purpose: To help teachers achieve effective and sustainable change in Chicago’s schools.
Activities: Staff members provide assistance to individuals and teams of teachers working to restructure
their practice and their schools. Offers print and video resources, on-site workshops,and regular
conferences. Also helps teams of teachers develop school-based research studies. Contact: Allen Bearden,
Director • Quest Center, Chicago Teachers Union,222 Merchandise Mart Plaza, Suite 400, Chicago, IL
60654 • Phone: (312) 329-9100 • Fax: (312) 329-6203
Impact II—The Te a c h e r s
Network Description:
Started in the New York
Ci ty public sch oo l s
more than 15 years ago,
IMPACT II has grown
into a nationwide, educational,nonprofit
networking
organization
composed of more
than 30,000 teachers at
27 sites. Purpose: To connect
innovative teachers,disseminate
good
ideas,and improve
classroom instruction.
Activities: Awards grants
to teachers to package
and adapt successful
classroom projects,and
helps them disseminate
their work through
work s h op s ,con feren ce s ,
and annual publ i c a ti on s .
Impact II’s Web site,
TeachNet, provides
descriptions of model
projects and provides a
forum for discussions
on issues such as
school restructuring
and teacher leadership.
Contact: Ellen Meyers,
Vi ce Pre s i den t ,Progra m s
and Communications •
Impact II—The Teachers
Network,285 West
Broadway, New York,
NY 10013 • Phone:
(212) 966-5582 • Fax:
(212) 941-1787 • E-mail:
te ach n et @ te ach n et . org •
URL:http://www.
teachnet.org
7

R O L E O F T H E T E A C H E R
South Carolina Center for the Advancement of Teaching and School Leadership Description: Created with
state school-restructuring funds, the Center is a network of 26 public and private teacher preparation
colleges and more than 120 schools. Purpose: To help prepare teams of teachers and administrators to lead
change in schools and teacher preparation programs. Activities: Provides management training to help
school-based teams develop a common vision, learn how to work together effectively, and identify areas
for focused reform efforts. Helps develop school-university partnerships. Supports an electronic network
to enable teams to remain in touch with the Center and with teams at other schools. Contact: Larry
Winecoff, Executive Director • South Carolina Center for the Advancement of Teaching and School
Leadership, College of Education, University of South Carolina, Columbia,SC 29208 •
Phone:(803) 777-3084 • Fax: (803) 777-1585 • E-mail:Larry.Winecoff@scarolina.edu
“In ord er for
s tu d en t sto be
active, engaged,
and willing to
learn from their
experiences,
teachers have to
be active,
engaged, and
willing to learn
from their
experiences.”
Nancie Atwell, 5 Director,
Center for Teaching and
Learning
Periodicals
American Educator Description: Q u a rterly magazine for Am erican Federa ti on of
Te ach ers mem bers . Focus: Fe a tu res in-depth essays by kinder ga rten thro u gh
1 2 t h - grade te ach ers , ad m i n i s tra tors ,s ch o l a rs ,and other edu c a ti on profe s s i on a l s
on topics su ch as curri c u lu mand assessmen t ,i n s tru cti onal stra tegi e s ,a n d
s ch ool cultu re . P u b l i s h e r: Am erican Federation of Teachers, Washington, DC •
Phone: (202) 879-4420.
“Technology holds great promise as a tool to help teachers
help students.Suppose, for example, that instead of
constantly s tru ggling to come up with ori ginal lesson pl a n s
and activi ti e s , every teacher had access to a comprehensive
computer database of the very best instructional ideas from
across the nation.”
Al Shanker, 6 President, American Federation of Teachers
Classroom Connect Description: News l et ter publ i s h ed
nine times a year for teachers and students; available
both in print and electronic formats. Focus:
Covers educational electronic networking, including
resources available to teachers on the Internet.
Publisher: Wentworth Worldwide Media,Lancaster,
PA • Phone:(800) 638-1639.
On the Road Ahead! Description: A qu a rterly news l et ter
of the Na ti onal Fo u n d a ti on for the Im provem ent
of E du c a ti on (NFIE). Focus: Reports on the progre s s
of s i tes invo lved in The Road Ah e a d progra m ,e s t a b-
l i s h ed to con n ect sch ools and com mu n i ty - b a s ed
or ga n i z a ti ons and to help integra te tech n o l ogy in
the curri c u lu m. Publisher: NFIE, Washington, DC •
Phone:(202) 822-7840.
Raising Standards
Description: Annual
journal containing
articles written by
classroom te ach ers ,
p a ra professionals,and
leading education
reformers. Focus:
Emphasizes effective
teaching in a multicultural
environm en t .
P u b l i s h e r: Roch e ster
Te ach ers As s oc i a ti on ,
Rochester, NY • Phone:
(716) 546-2681.
Teacher Magazine
Description: Newsmagazine
for teachers
published nine times a
year. Focus: Informs educators
about current
issues affecting K-12
teaching. Profiles exemplary
teachers and programs
and features
regular columns on
topics such as research
and curriculum.
Publisher: Editorial
Projects in Education,
Washington, DC.
Phone:(800) 347-6969.
Teacher-To-Teacher
Description: The Galef
Institute’s semiannual
newsletter. Focus: Features
teacher-authored
accounts of classroom
practice;in-depth essays
focusing on such areas
as curriculum, assessment,and
instructional
strategies; and editorials
written by students and
teachers. Also provides
u p d a tes on the In s ti tute’s
activi ti e s . P u b l i s h e r: Galef
In s ti tute ,Los An gel e s ,C A•
Phone:(800) 473-8883.
Teaching and Change Description: Quarterly journal
for kindergarten through 12th-grade teachers.
Focus: A sch o l a rly forum for te ach ers to de s c ri be and
reflect upon their classroom projects and instructional
strategies. Publisher: National Education Association
Professional Library and Corwin Press,
Thousand Oaks,CA • Phone: (805) 499-9774.
Totally for Teachers Description: Newsletter published
six times a year. Focus: Provides a vehicle for
classroom teachers to exchange practical instructional
strategies, activities and lesson plans, classroom
management tips, and print and electronic
resources. Publisher: Totally for Teachers,Pittsford,
NY • Phone: (716) 385-2849.

Readings
Marzano, Robert J. A Different kind of Classroom:
Teaching with Dimensions of Learning Association
for Supervision and Curriculum Development:
Alexandria, VA, 1992. Phone:(800) 933-2723. ●
Provi des a fra m ework for K–12 instru cti on that
ref l ects what is known abo ut how ch i l d ren learn .
In clu des su gge s ti ons for curri c u lum de s i gn and
s tu dent assessmen t .
Maeroff,Gene I. Team Building for School Change: Equipping Teachers for
New Roles. Teachers College Press: New York, NY, 1993. Phone: (800) 575-6566.
● Documents common hurdles that teachers and administrators face when
working in teams within their schools and offers innovative approaches to
issues such as managing schedules,making decisions,and fostering an
atmosphere of collaboration.
McLaughlin, Milbrey W., and Joan E. Talbert. Contexts That Matter For
Teaching and Learning: Strategic Opportunities for Meeting the Nation’s
Educational Goals. Cen ter for Research on the Context of Secondary School
Teaching: St a n fo rd Un ivers i ty, Stanford,CA,1993. Phone:(415) 723-4972. ● A
su m m a ry of f ive ye a rs of research examining curriculum and the dynamics of
classroom interactions among teachers and students. Provides strategies for
incorporating these research results into national restructuring efforts.
Serim, Ferdi,and Melissa Koch. NetLearning: Why Teachers Use the Internet.
S o n gline Studios and O’ Rei lly & As so ci a tes: Seba s topol ,C A ,1 9 9 6. Phone:
(707) 829-6500. ● Offers practical advice and examples of classroom use of
the Internet. Includes a list of e-mail addresses of experienced users and a
s el ecti on of Web site ad d re s s e s .Comes with a CD-ROM that provi des In tern et
service and a Web-authoring tool.
Johnson, Susan Moore. Teachers at Work: Achieving Success in Our Schools.
BasicBooks: New York, NY, 1990. Phone: (800) 331-3761. ● Focusing on the
school as a workplace, the author explores how such features as physical settings
and organizational structures affect the quality of instruction and recommends
changes in these areas to improve teaching and learning.
Im p act II—The Te ach ers Net work . Teachers Guide to Cyberspace. Im pa ct II:
New Yo rk ,N Y, 1 9 9 6. P h on e :(212) 966-5582. ● Wri t ten by te ach ers , this how - to
book of fers inform a ti on abo ut using com p uters in the cl a s s room . Comes wi t h
disks containing examples of proj ects devel oped by te ach ers around the co u n try.
Hollingsworth, Sandra, and Hugh Sockett, eds.
Teacher Research and Educational Re form:
N i n e t y-third Yearbook of the National Society
for the Study of Education Part 1. University
of Chicago Press: Chicago, IL,1994. Phone:
(800) 621-2736. ● A collection of scholarly
essays that traces the development of teachers as
re s e a rch ers within their own sch ools and cl a s s room s ,
provides examples of current research approaches,
and examines the potential for teacher research to
affect education reform initiatives.
L i eberm a n ,An n , ed . The Changing Contexts of
Teaching: Ninety-first Yearbook of the National
Society for the Study of Education, Pa rt 1.
Un ivers i ty of C h i c a go Press: Chicago,I L ,1 9 9 2 .
P h on e : (800) 621-2736. ● In sch o l a rly essays ,
l e ading re s e a rch ers in the field of te aching ex p l ore
h ow sch ool re s tru ctu ring is influ encing the
profe s s i on a l i z a ti on of te ach ers .
“With the aid of technology,
teachers are becoming guides
and one-on-one mentors for
their students,rather than drill
sergeants and lecturers. They
are sharing in the decision
making regarding curriculum,
scheduling, and other key
educational issues.The long
isolation of the Am erican
te a ch er behind a closed door
in the school is finally ending.”
Keith Gei ger, 7 Past Pre s i den t , Na ti onal Edu c a ti on As s oc i a ti on
7 9

R O L E O F T H E T E A C H E R
“For schools to be vibrant places in which kids’
intellectual interests come to life,teachers need to be
i nvolved in deciding what is taugh t , how it is taught,
and how it is measured—all at the same time.”
Patricia A. Wasley, 8 Dean of Graduate School, Bank Street College of Education
U.S. Congress,Office of Technology Assessment. Teachers & Technology:
Making the Connection. OTA-EHR-616. GPO: Washington,DC, April 1995.
Phone:(703) 487-4679. Presents results of a two-year study by the Office of
Technology Assessment evaluating the integration and use of technology by
k i n der ga rten thro u gh 12th-grade te ach ers in Am erican sch oo l s .No ting that few
te ach ers know abo ut ,a re com fort a ble wi t h ,or use tech n o l ogy, the report of fers
a plan for training educators to use high-tech tools to support instruction.
Wasley, Patricia A. Stirring the Chalkdust: Tales of Teachers Changing
Classroom Practice. Teachers Coll ege Press: New Yo rk ,N Y, 1994. Phone:
(800) 575-6566. ● Case studies of five teachers i nvo lved in com preh ens ive
s ch ool re s tru ctu ring reveal the challenges and benefits of implementing
changes in c u rri c u lu m ,a s s e s s m en t , and instruction.
Seashore-Louis, Karen,
and Sharon D. Kruse.
Professionalism and
Community: Perspectives
on Reforming
Urban Schools. Corwin
Press: Thousand Oaks,
CA,1995. Phone:
(805) 499-9774. ●
Argues that supportive
and engaging school
environments are the
key to helping teachers
become effective
instructors and offers a
framework for evaluating
whether a school is
a high-quality professional
community.
Shulman, Judith H.,
and Amalia Mesa-Bains,
eds. Diversity in the
Classroom: A Casebook
for Teachers a n d
Teacher Educators.
Research for Better
Schools and Lawrence
Erlbaum Associates:
Hillsdale,NJ, 1993.
Phone:(215) 574-9300.
● Case studies by
teachers explore the
challenges of teaching
heterogen eous groups of
s tu den t s and offer
approaches to improve
teachers’ unders t a n d i n g
of et h n i c ,rac i a l ,and
cultural diversity.
Contact Information
“Te a ch ers wo rking alone cannot
transform schools into successful
places. They need opportunities to
come together to solve probl em s ,
develop curriculum, and enhance
their own learning.”
Milbrey McLaughlin, 9 Director, Center for Research on the
Context of Teaching, Stanford University
1Shirley Cothran Teacher and Kentucky
Alliance Consultant • Calloway County
Mi d dle Sch oo l ,Ca ll ow ay Co u n ty Sch oo l s ,
2108-A College Farm Road, Murray, KY
42071 • Phone: (502) 759-3568 •
Fax: (502) 762-3216 •
E-mail: ACOTTOCKYS@aol.com
2Judith Taack Lanier Distinguished
Professor • College of Education,
Michigan State University, 201 Erickson
Hall,East Lansing, MI 48824 •
Phone: (517) 353-3874 •
Fax:(517) 353-6393 •
E-mail: jlanier@msu.edu
3Bonnie Bracey Director of Education
Networks • The McGuffey Project,888
17th Street N W, 12th Floor, Wa s h i n g ton ,
DC 20006 • Phone: (202) 429-8744 •
Fax: (202) 296-2962 •
E-mail: BBracey@aol.com
4 Nana Hill Learning Facilitator • ACT
Academy, McKinney Independent
School District,510 Heard Street,
McKinney, TX 75069 • Phone:
(214) 569-6455 • Fax: (214) 542-2924 •
E-mail: Nanahill@aol.com
5 Nancie Atwell Director • Center for
Teaching and Learning, 3605 Cross
Point Road,Edgecomb, ME 04556 •
Phone:(207) 882-9706 •
Fax:(207) 882-9706
6 Al Shanker President • American
Federation of Teachers,555 New Jersey
Avenue NW, Washington, DC 20001 •
Phone: (202) 879-4440 •
Fax: (202) 879-4545 •
E-mail: afteditor@aol.com
7Keith Geiger Past President • National
Education Association,1201 16th
Street NW, Washington, DC 20036 •
Phone: (202) 822-7200 •
Fax: (202) 822-7292
8 Patricia A. Wasley Dean of Graduate
School • Bank Street College of
Education, 610 West 112th Street,
New York, NY 10025 •
Phone: (212) 875-4400 •
Fax: (212) 875-4753 •
E-mail: paw@bnk1.bnkst.edu
9Milbrey McLaughlin Director • Center
for Research on the Context of Teaching,
Stanford University, CERAS Building,
Room 402,Stanford,CA 94305 •
Phone:(415) 723-4972 •
Fax: (415) 723-7578 •
E-mail: milbrey@Forsythe.Stanford.edu