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The author highlights the importance of effective instructional teams to remote learning at Spark Academy and Guilmette Middle School in Lawrence, Massachusetts during the COVID-19 pandemic. Topics discussed include the role of school-based teams in the appropriate response of the schools to demands during the crisis, effort of teacher teams at Spark to define the ideal daily class routine for students, and the improvements made by teacher teams to strengthen collaboration.

The article highlights the benefit of preparing for a collaborative planning session to ensure productive meetings among educators. Topics discussed include the importance of planning time to the job satisfaction of teachers, ideal time to be given to teachers prior to planning strategies to prepare for the session, and factors to be considered in backward planning such as standards to be used and key concepts or ideas that a student should apply.

The article highlights the importance of a strategic and intentional approach to instructional planning decisions in light of instructional gaps or disruptions facing educators during the COVID-19 pandemic recovery in 2021. Topics discussed include the role of teacher collaboration in reducing instructional gaps, benefit of implementing vertical and horizontal professional learning communities (PLC), and the criteria for identifying essential standards such as student readiness and endurance.

The article offers lesson-planning tips for strategic and intentional technology integration in 2021. Topics discussed include the importance of considering the individual students' needs in searching for high-quality resources, benefits of an open-ended creation tool such as Adobe Spark and Book Creator to student learning, and possible use of Internet video conferencing tools for brainstorming and sharing ideas with colleagues in another place.

The article discusses the use of informal mentors to help prevent teacher burnout. It presents a scenario in which new high school social studies teacher Mr. Allen was experiencing burnout due to frustration and his assigned mentor's lack of support and discusses how he reached out to informal mentors in the school who helped him overcome classroom challenges. The definition of an effective mentor is also included.

The article discusses the need for cohesion and support for writing teachers. Topics include the need for a common curriculum for writing, the use of checklists and rubrics, and teacher collaboration in planning. Also addressed are the role of literacy coaches in supporting writing instruction, the development of professional expertise in teachers, and the use of peer observations. Professional learning workshops are noted.

The article discusses the role of relational trust in a school improvement effort at Henry Grew Elementary School in Boston, Massachusetts. Topics include the role of trust in teacher collaboration, the relation of trust to social roles, and the role of high-risk and low-risk interpersonal interactions in teacher teams.

The article discusses the notion of collective efficacy in relation to teacher collaboration and student achievement. Topics include the relation of teacher attitudes to teaching effectiveness, the role of evidence in supporting student achievement, and the relation of collective efficacy among teachers on school culture.

The article discusses characteristics of educational leadership for inspiring learning and change in relation to positive psychology research. Topics include the importance of a strengths-based approach to school leadership, the significance of gratitude in relation to research on its impact, and the notion of a culture of collaboration among educators. The need for positive interpersonal relationships is noted.

The article discusses the development of teacher leaders, highlighting an example at Berkeley High School in Berkeley, California. Topics include the response of school principal Erin Schweng to an incident involving racist and anti-Semitic language used by students, the encouragement of teacher collaboration for solving achievement gaps, and teacher professional development (PD) in relation to unconscious bias. The notion of emergence is addressed.

The article discusses the role of the notion of grit in school culture, especially with regard to teachers. Topics include the importance of perseverance for educators in relation to faculty meetings, the notion of grit as a habit that is developed, and the importance of partnership among school principals and teachers.

The article discusses teacher collaboration in relation to the author's views about designing a community of shared learning in the field of education. The lessons that teachers can learn by observing fellow educators in classroom settings are examined, along with the benefits of watching teachers make real-time decisions in response to their students. The Teachers in Classrooms Getting Connected learning program is also assessed.

The article discusses an approach to professional development (PD) which involves the use of small teams that work together to deal with the defining work of teachers, and it mentions leaders and the Artisan Teaching Model that is being implemented at the Urban Assembly School for Applied Math and Science public school in the Bronx, New York. Teacher collaboration and instructional leadership are examined, along with teams comprised of teaching colleagues who teach the same subject.

The article discusses collaborative lesson planning as a promising approach to make planning less dreaded and more effective. Topics discussed include how collaborative planning is developed, characteristics of effective collaboration, and how collaborative planning benefits new and experienced teachers. Also mentioned are challenges to collaborative planning such as lack of time and teachers' resistance to it, and ways of addressing these challenges.

The article explores the benefits of teacher collaboration in high-poverty schools in the U.S. Topics covered include the views of school administrators on the creation of collaborative teams, the goal to close the achievement gap, and the advantage of planning and aligning the curriculum. Also discussed is the active engagement of school principals with collaborative teams.

An interview with Richard DuFour, superintendent of the Adlai E. Stevenson High School District in Illinois, is presented. The interview begins with the changing working lives of teachers in the U.S. DuFour then discusses some reforms aimed at educators, including the thrust of No Child Left Behind and Race to the Top. He also talks about how teacher collaboration can help teachers improve achievement.

The article focuses on co-planning as an important element to achieve success in co-teaching in universities and colleges. Topics discussed include teaching collaboration with special education teaches and general education teachers, teaching and learning opportunities for both co-teachers and students and importance of routine in order to provide effective co-teaching to students.

The article focuses on co-teaching for students with disabilities, English language learners and advanced learners. Topics discussed include implementation of co-teaching process in elementary schools, learning various teaching methods with the help of co-teaching, obtaining academic success through co-teaching, providing community and individualized learning to students and collaboration among teachers in order to provide better education to students.

The article presents steps and guidelines for successful co-teaching process in schools and universities. Topics discussed include steps to implement successful co-teaching in schools including professional development on collaboration in co-teaching, scheduling strategies with individualized education programs (IEPs) for students and collaboration with the right teachers in order to co-teach students.

The article focuses on co-teaching 2.0 where a general educator and special education teacher works together to educate students with special needs. Topics discussed include teaching general studies and specialized instruction to students with disabilities with the help of co-teaching, teaching co-ordination among co-teachers in terms of providing general curriculum and special training to children with disabilities and station teaching, parallel teaching and alternative teaching. INSET: The Six Approaches to Co-Teaching.

The article highlights the impact of mindset shifts on the instructional effectiveness of educators at Lilla G. Frederick Pilot Middle School in Boston, Massachusetts. Topics discussed include the effect of the community agreements among the classes of English teacher Tobi E. Afolayan on building classroom community, benefit of a mindset shift about collaboration among Frederick teachers, and efforts of teacher Nyree Smith to change the attitude of students about feedback.

The article examines the common attributes of educators considered high-impact instructional leaders based on "Visible Learning," the author's research on the effect of school leaders. Noted qualities of high-impact instructional leadership include understanding the value of student and teacher input, understanding the importance of learning, and accepting criticism. Other topics covered include educational collaboration, evidence-based practices, and teacher observations.

The article examines the teacher preparation system in Japan and focuses on the use of a shared space known as shokuin shitsu, or teachers' room, in which teachers meet daily to collaborate. Details are provided on how Japanese administrators help facilitate resources within the room. Other topics covered include teacher mentors, services for first-year teachers, and teacher retention rates in Japan.

The article presents discussion surrounding teacher morale, asserting that efforts to rehabilitate teacher morale within the U.S. education system as of 2014 are important, but not as an end in itself. Discussion is then offered highlighting how teacher morale can and should be fostered for the purpose of increased student learning through the principles of collegiality, creativity and continuity.

The article discusses teacher leadership and teacher effectiveness in the U.S., as well as classroom management, teacher development, and teacher collaboration. Parent participation in education and parent-teacher communication are discussed, as well as inquiry method for teachers, standardized tests, and educational reform.

The article discusses teacher leadership styles such as collaboration and activism, and describes the Mills Teacher Scholars student learning research group in California and the 2012 Chicago Teachers Union strike in Illinois. Inquiry based learning for teachers, communication in education, and teachers such as Michelle Strater Gunderson are discussed, as well as educational reforms in Illinois.

The article discusses the founding and educational aims of the public school Mathematics and Science Leadership Academy (MSLA) in Denver, Colorado, which serves many low-income and English language learner students. Teacher collaboration, peer observation, and the school's focus on math and science are discussed, as well as students' service learning, educational effectiveness, and innovation in education.

The article presents information on teacher leadership in Finland. The author looks at his experiences visiting schools in Finland, where he observed teacher collaboration, teacher satisfaction, and the role that principals play in education. The article also discusses high-performing school systems, teacher education, and educational reform.

The article discusses shared leadership schools where principals delegate administrative functions to teachers. Teacher leadership, collaboration in education, and students' learning outcomes are discussed, as well as academic achievement data analysis, school improvements, and strategic planning in education. Educational assessments, student interventions, and principal Carla Najera from California are also mentioned.

The article discusses administrative issues such as teacher collaboration, teacher training, and educational changes at two urban middle schools in the U.S. Teacher effectiveness, teacher participation in administration, and learning outcomes are discussed, as well as pedagogical knowledge, instructional aids, and leadership in education.

The article discusses the Evaluation of Teacher Professional Development, a national teacher evaluation system set up in South Korea which incorporates school principals, teachers, students, and parents in the review of teacher performance. The article describes the expected standards for teacher quality and notes how teachers that either fail to meet, meet, or exceed performance benchmarks are required to engage in professional development or allowed to take research sabbaticals. The article notes teacher attitudes regarding the system, commenting on its focus on accountability rather than development. Topics including teacher autonomy, teacher cooperation, and parent participation in education are discussed and a revised framework for teacher evaluation is highlighted.

The article discusses coaching in education, wherein teacher leaders provide support services to their peers, and examines ways in which school districts can provide those same services without having to hire an individual who serves as a full-time instructional coach. According to the article, this strategy is necessary due to decreasing budgets for education in the U.S. due to the economic recession. Further, it provides an overview of ways in which classroom teachers, teacher leaders, reading specialists, principals, and former instructional coaches can take on roles to provide professional development, foster teacher collaboration, and initiate data-based decision making within schools.

The article presents discussion regarding the use of collaborative networking structures to promote and maintain professional development between school teachers during and after the use of coaching. The context of the authors' experiences are described, citing their involvement in the coaching program of the Silicon Valley Mathematics Initiative of California. Major issues addressed during their work are outlined and discussed, including how to sustain teacher learning, how instructional coaches can continue to develop as teachers, and the mutual collaboration and examination of teachers and their coaches.

The article presents three case studies of relationships between instructional coaches and literacy teachers in the United States, focusing on ways in which the relationship between coach and cooperating teacher determines the level which teaching improves. The first example focuses on a veteran teacher who could not identify the "missing" component to their effective teaching. The second describes a coach who was too lenient. The third describes an enthusiastic but inexperienced teacher.

The article presents discussion regarding the methodology of instructional coaches in fostering professional growth with their collaborating teachers. Focus is given to the importance of asking and addressing questions between the coach and the teacher, suggesting that "quick fixes" and stereotypical maxims will not bring about lasting improvement. Discussion is offered suggesting several ways for mentor coaches to ask precise, relevant and penetrating questions to their protege teachers which would confront essential themes and practices in their methods.

The article presents discussion regarding the ways in which educational coaches work with cooperating teachers, focusing on the coach's modeling of lessons. Introductory comments are offered highlighting the frequent disconnect between what the coaches are proposing and what teachers are learning. Several steps and suggestions are then offered explicitly showing how teachers should observe and work with their coaches to improve their methods. Advice for coaches is also included, focusing on their need to be concise and demonstrative.

The article presents a profile of the collaborative school-wide teacher improvement paradigm known as "instructional rounds." Introductory information is given describing how the authors adapted and developed the process from common medical administrative practices. A definition and framework for instructional rounds is then provided. Several major facets to the paradigm are discussed in depth, such as classroom observation, the formation of an improvement strategy, and fostering and supporting a professional network for teachers to draw from.

The article presents a profile of the educational reforms enacted at the private preK-9 Mexican school the Colegio Ingés, describing the collaborative professional development program launched by the administration in 2008-2009. Accounts are provided describing the conditions of the school before implementing the initiative and the decision to enact a cooperative development program. The teachers' use of classroom observation and "debriefing" feedback sessions to promote accountability and teacher improvement are particularly discussed.

The article presents a profile of the teacher training paradigm of "virtual coaching," where an experienced instructional coach provides real-time observation and guidance to teachers through remote digital technology outside the classroom. The technological basis for such a teaching method is described, noting the hardware necessary (such as a wireless earpiece and strategically placed web-cameras. Advice is offered for instructional coaches who would use this system, highlighting ways in which effective communication and leadership between the cooperating teacher and the coach are worked out.

The article presents an in-depth examination into effective teacher coaching methods within schools, particularly in the distinct separation of "coaches" and "evaluators." Introductory remarks are given noting how the two different types of figures can conflict with each other when their roles are confused. Definitions are offered for each separate role, but focusing on coaching. Several features of a coach's role are then described, including the coach's focus on their collaborating teacher's creativity and inspiration, the coach's interpersonal connection with their partner, and how a coach must appreciate their partner's competence levels.

The article addresses the anxieties felt by many third graders in U.S. education. It focuses on increased academic demands in the third grade, emphasizing anxiety caused by end-of-grade (EOG) exams. Other aspects of third grade curricula are addressed including independent reading, core content learning, formalized writing assignments, and standardized testing. The authors present examples of how educational collaboration can help students succeed in the third grade, focusing on the use of teacher teams at Hilburn Drive Elementary School and other schools in the Wake County Public Schools district in North Carolina. Other topics include school outreach, tutoring programs, and student instruction on test-taking.

The article profiles the Fusion model of professional development for teachers used at seven schools in rural Wyoming. According to the article, the Fusion model allows teacher collaboration to study, experiment, and coach one another in research-based teaching strategies. The model's motivation of teachers to continually develop, learn, and apply best practices from hundreds of strategies available for teachers to choose from. How teachers at the Osmond Elementary school of the Lincoln County School District in Lincoln County, Wyoming use the Fusion model is discussed.

The article offers information on the importance of assignments as the artifacts of student understanding. It discusses the five criteria to ensure assignments move to standards and grade-level expectations including grade-level standards, aligning learning goals of the lesson, and integrate writing. It mentions the need for schools to prioritise teacher collaboration in leadership.

The article discusses how teachers can work collaboratively to yield productive student results. The authors studied several professional learning communities of secondary-level math and science teachers who analyzed students' work. The teachers shared their different beliefs about teaching and learning, finding resources that informed their inquiry, identified which students' work to consider and made sense of students' thinking in relation to learning goals. The difference in teachers' proving and improving approaches regarding student learning is explored. It was found that an improving approach gave teachers more understandings about teaching and learning and more informed classroom decisions.

The article discusses urban schools that have succeeded in improving academic achievement for English language learners (ELLs). The authors note the presentation of the Excellence in Urban Education Award from the National Center for Urban School Transformation (NCUST) to schools such as Southside Elementary Museums Magnet School in Miami, Florida, Pillow Elementary School in Austin, Texas, Edison Elementary in Long Beach, California and Signal Hill Elementary in Signal Hill, California. The authors note the schools' use of benchmark assessment methods and the promotion of teacher collaboration. They comment on the use of object-based learning and the promotion of a positive school culture. The importance of educational leadership and goals are noted.

The article discusses individual and collaborative elements of teacher education. The author notes research suggesting that teachers receive and interpret knowledge on a personal level and gain information through collaboration with colleagues. She discusses sensemaking, a phenomenon in which teachers implement some information gathered from their environment and comments on a study of urban teachers focusing on how personal experience and interpersonal relations combine to influence the adoption of educational strategies by teachers. She suggests that schools should communicate knowledge to teachers through different methods such as print and group discussions and should provide examples to strengthen teacher learning.

The article discusses how school principals can improve academic achievement in schools by promoting collaborative teaching teams. The authors comment that principals should change from instructional leaders to learning leaders and suggest that classroom visits and observation by principals fail to evaluate teaching quality or improve teaching methods. They suggest time spent on class observation would be better used promoting teacher collaboration, ensuring curriculum standards are understood and developing common rubrics for student assessments. Teacher collaborations can promote information sharing and ensure curriculum alignment.

The article discusses the use of action research, a form of investigative research that focuses on resolving problems, in education. The author discusses how mathematics teacher Janice Templeton utilized action research to investigate why minority, English language learners (ELLs) and female students lacked engagement in math courses. The author notes how Templeton observed student apathy and lack of participation in class discussions and assignments and gathered data through educational literature and collaboration with other teachers. Templeton developed appropriate lesson plans for students of different skill levels and used a math puzzle to assess student abilities.

The article discusses how digital tools such as blogs and wikis can aid in teacher professional development. The author comments on the views of educational leadership professor Richard Elmore regarding the lack of time for teacher development in the school structure and notes professional development programs for teachers based on business strategies. He comments on the value of teacher blogs and how really simple syndication (RSS) feeds can help teachers sort Internet content. He notes that reading and writing on blogs and wikis can help teachers exchange professional information and teaching strategies, cooperate in the development of teaching materials and extend their influence as educational leaders.

The article discusses a study examining professional development for teachers in high-achieving nations. The authors note that high-achieving nations focus on teacher development and encourage teacher participation in curriculum development and professional development decisions. Nations such as Denmark and Finland allocate time in teacher schedules for professional development activities while South Korean schools encourage teacher cooperation through the use of common office space. Japanese and Chinese schools encourage research lessons in which teachers observe each other's classroom practices to adapt lessons. Teacher induction and national training programs are also noted. The authors suggest these practices should be adopted in regard to U.S. teachers.