Teacher-paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we…

Teacher learning through professional development is a complex process and is not yet well understood. Some features of professional development programs are known to be important, such as a focus on learner needs, design of and reflection on classroom artefacts, and the creation and sustaining of communities of support for teacher professional…

The most fundamental reason why teachers are evaluated is because public schools take public money, and the public has a right to expect high-quality teaching. But there are two more basic purposes: (1) to ensure teacher quality; and (2) to promote professional development. The challenge is merging these two purposes of teacher evaluation.…

Kennesaw State College (Georgia) adopted an invitational approach to create an environment which encouraged and affirmed students, faculty, staff and administrators. A new institutional environment aimed at serving diverse, contemporary needs and involved commitment to shared governance, encouragement of leadership at all levels, community…

The Center for Comprehensive School Reform and Improvement invited Ann Chafin to share her thoughts and ideas about sustaining school reform. Chafin, chief of Program Improvement and Family Support Branch of the Maryland State Department of Education, was a speaker at the annual Institute for CSR State Coordinators held May 9-10 in Washington,…