This article is designed to facilitate guided teacher reflections about teaching-learning practices so that more educators recognize and appreciate that they already employ many constructivist strategies, techniques, and activities on a frequent basis. And, that the most appropriate consultants to help them become even more constructivist teachers…

This article is part of a larger exploratory study that followed preservice early childhood teachers through their program and into their first year of practice, giving voice to their understandings of quality teaching and learning, and insight into the ways their preservice program prepared them for the challenges of teaching in diverse settings.…

New York's Maine-Endwell Central School District has faced a decreasing budget, even as its needs have increased. As opportunities for paid summer or after-hours professional development work evaporated, the district needed to support teachers' professional learning within the workday. Giving teachers time within regular work hours, however, led…

In this article, the authors describe their experiences in working with superintendents, principals, assistant principals, and teacher-leaders in New York City, embedding NSRF work into all their professional development efforts, and how responsive facilitation and using NSRF's principles of reflective practice, collaboration, and shared…