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The Long Beach, Calif., school district has adopted a training system in which classroom teachers work collaboratively to improve teaching and learning, a shift from outsourcing professional development. 

Principals are important in creating the environment for teacher success, and principals need support, too.

Teacher Policy Research annotated studies on teacher retention

Report from a symposium on Teacher Retention.  Highlights main causes of teacher retention.  Good short statement that industrial methods on an agrarian schedule don't work in a technological world.

Powerpoint on teacher retention - an overview of the main factors. Some quality issues with slides, but lays out basic information.

A great read on Value-Added Teacher Evaluations.

"The authors highlight the dynamics in which "Teacher leadership provided considerable momentum in the institutionalization of competency education practices.""

"As school boards address the overall challenge of social media use within schools, they should focus on the reality that the impact no longer lies only on the individual and local schools. Social networks include students and teachers all over the world and, therefore, teaching and coaching on digital literacy for teachers and students is where the focus should rest. Knowing how to build successful communities of learning and how to integrate social connectivity within a learning environment is a much more needed outcome than finding a way to control and monitor specific users and content."

An effective introduction to the concepts underlying our approach to teacher-directed teacher learning.

The Technology Integration Matrix (TIM) illustrates how teachers can use technology The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent  characteristics of meaningful learning environments: active, constructive, goal directed  (i.e.reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra,  2003). The TIM associates five levels of technology integration (i.e., entry, adoption,  adaptation, infusion, and transformation) with each of the five characteristics of  meaningful learning environments. Together, the five levels of technology integration and  the five characteristics of meaningful learning environments create a matrix of 25 cells.

PD shouldn't be done to teachers, it should be generated BY teachers. Sounds a lot like the good kind of meetings I've been to, including the Partnership. Ensures relevance and ownership of the process. Maybe a method the Partnership should learn more about

Fallacies in how the US views and aims to fix challenges in education

Great reflection by one teacher on her shifting thinking about schools and learning. 

One teacher's shift in beliefs and practices in education, from teacher-centered to student-centered.

Kids learn from teachers, peers, and the physical environment.  Video about flexible, connected, adaptive spaces and furnishings designed with adolescents' physicality and 21st century learning in mind.

"https://sites.google.com/a/bvsd.org/21st-century-cohort"

An interesting, fully developed, and shared -- though not yet implemented -- model of teachers as tech mentors.

Teachers crossing the country to identify successful practices and start their own school.

Monument Mountain HS students run their own learning program.