1. Stories of Public Engagement: Patrick O'Hearn School
A Boston elementary school has enhanced student success through close cooperation with families.
2. Stories of Public Engagement: Pattonville School District, Missouri
Residents in a school district in Missouri are working
with their local schools to tackle emerging educational challenges.
3. Stories of Public Engagement: B.U.I.L.D.
Baltimoreans United in Leadership Development (B.U.I.L.D.), a local community organizing agency, has helped urban parents set up after-school learning centers and become advocates for their children's learning.
4. Innovations in Professional Collaboration: Making Teaching Public
Pasadena (California) High School teachers use a peer-observation process observing one another in their classrooms, then meeting individually and in groups to offer feedback as a way to improve teaching practice and student achievement.
5. Innovations in Professional Collaboration: A Community of Learners
At Souhegan High School in Amherst, New Hampshire, teachers regularly gather feedback on their teaching practice from peers as well as students, as part of a school-wide effort to make Souhegan a genuine community of learners.
6. Looking at Student Work: A Window Into the Classroom
Teachers at Norview High School in Norfolk, Virginia, demonstrate the collaborative examination of student work and discuss its value and implications for teaching practice.
7. Reflecting on Teaching Practice: Student Work, Teacher Work, and Standards, Part I — Math
A tenth-grade math teacher from San Bruno, California, presents a sample of student work from her classroom to a group of teachers, administrators, and a facilitator. The group uses a "tuning protocol" to examine this work, give the teacher feedback, and discuss its implications for her teaching practice.
8. Reflecting on Teaching Practice: Student Work and Teacher Work, Part II — Science
A fourth-grade teacher from Worcester, Massachusetts, shares a sample of work from her science classroom with a group of teachers and administrators in a facilitated "consultancy" that focuses on a question posed by the teacher about the student work and her teaching practice.