Describes an approach to faculty development that relies on faculty learning from one another through peer observation. Rather than equating such observation with evaluating a colleague's performance, faculty observers are urged to approach the assignment as "students of teaching." (DB)

Describes a beginning teacher mentoring program in which veteran teachers serve as coaches, confidantes, role models, and friends to all new teachers in the district (experienced or not). These relationships benefit everyone involved. The program involves a collaborative staff development project with a nearby university. Evaluation of the program…

Describes Internet Relay Chats (IRCs), electronic conversations over the Internet that allow multiple users to write messages, and their applications to educational settings such as teacher collaboration and conversations between classes. Explains hardware and software requirements, IRC organization into nets and channels, and benefits and…

An analysis of 100 English primary school development plans (SDPs) found that the SDPs tended to be multifocused, with few criteria for judging success. The paper examines three key issues in SDPs: promoting a unified, collaborative ethos; linking withtarget identification and review and subsequent improvements; and linking with student learning.…

Discusses interdisciplinary team collaboration for teachers, including structuring a successful team meeting, the 10-step interdisciplinary problem-solving meeting, evaluation of team collaboration, and effective team communication. (SR)

A project conducted by two university instructors and a group of Madison-area primary teachers attempted to improve at-risk students' early literacy capabilities. The Teachers Helping Teachers project helped participating teachers create their own small professional-development communities, emphasize children's strengths, and improve instruction.…

This article outlines a variety of communication strategies for effective collaboration in school settings, including conducting a needs assessment, providing professional development, producing newsletters, forming study groups, and conducting small-group dialogues. Topics for conversation are discussed and sample needs assessment items are…

A study explored associations between co-teachers' (n=20) perceptions of similarity (in philosophical beliefs, personal characteristics and traits, and professional style) with one another and two quality outcomes. With disability status controlled for, there was a significant relationship between the co-teacher relationship and quality of the…

Used data from questionnaires, interviews, focus groups, and document analyses to examine how professional development was conceived and supported within a school-university partnership, examining perceptions of growth achieved by secondary school teachers and teacher educators. Participants perceived four sites for their professional development…

Twelve guidelines, accompanied by specific suggestions, address ways to improve collaboration between regular and special education teachers in schools moving toward inclusive schooling practices. Sample guidelines are to establish schedules, set expectations for student work and assignments, determine team members' classroom roles, share…

Describes how 35 teachers worked to create the Learning Collaborative, a technologically based resource for advanced placement teachers around the world, including a website to offer variety of resources. (SR)

Introduces a theme issue that describes a range of ways in which universities and schools and colleges of education can provide leadership for collaborative ventures involving the wider community. The 10 collaborative undertakings described include working with: community agencies, other schools or colleges within or external to the institution,…

This article suggests that the influence of school culture on Individual Education Plans (IEPs) has received insufficient attention and that school changes may be a demonstration of compliance to external pressures rather than the development of good practice. A secondary school is described that capitalized on existing strengths through…

Minority faculty and administrators need appropriate support in handling professional and personal expectations. Proposes six programs and practices designed to: ensure their professional development: create safe havens; protect their time; judge them by, and give them credit for, what they do; be sensitive to cultural isolation; and remember that…

To embed ongoing learning opportunities in routine school practices, superintendents must help schools create the collaborative cultures that enable teachers to work together, engage in collective inquiry, and learn from each others' experience. Suggestions for fostering quality staff development, clarifying priorities, and improving capacity are…