Additional Resources

Berman, P., & Chambliss, D. (with Aburto, S., Ericson, J., Kamprath, N., Moses, A., et al.). (2000). Readiness of low-performing schools for comprehensive reform. Emeryville, CA: RPP International, High Performance Learning Community Project. Retrieved August 22, 2003, from www.rppintl.com/HPLC/pubsreadiness.pdf

Bulach, C., & Malone, B. (1994). The relationship of school climate to the implementation of school reform. ERS Spectrum, 12(4), 3–8.

Cushman, K. (1996). Networks and essential schools: How trust advances learning. Horace, 13(1). Retrieved August 22, 2003, from http://ces.edgateway.net/cs/resources/view/ces_res/41

Dufour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
This book shows educators how to sustain school improvement by helping the staff function as a professional learning community. Learn how schools establish a professional community where teachers are committed to ongoing study, constant practice, and mutual cooperation. Discover the essential building blocks of effective schools and explore ways to sustain change efforts through better communication and collaboration. Includes examples of successful change models and vision statements from various schools.

Galbraith, P., & Anstrom, K. (1995). Peer coaching: An effective staff development model for educators of linguistically and culturally diverse students. Directions in Language and Education, 1(3), 1–8. Retrieved August 22, 2003, from www.ncela.gwu.edu/ncbepubs/directions/03.htm

Glatthorn, A.A. (1992). Teachers as agents of change: A new look at school improvement. Washington, DC: National Education Association Professional Library.

Gottesman, B. (2000). Peer coaching for educators (2nd ed.). Lanham, MD: ScarecrowEducation.

Henkin, A.B., & Dee, J.R. (2001). The power of trust: Teams and collective action in self-managed schools. Journal of School Leadership, 11(1), 48–62.

Hoy, W.K., & Tarter, J. (2003). Administrators solving the problems of practice: Decision-making concepts, cases, and consequences. Boston, MA: Allyn and Bacon.
Presents some shared decisionmaking models.

Johnson, P.E., Holder, C., Carrick, C., & Sanford, N. (1998). A model for restructuring school governance: Developing a culture of respect and teamwork. ERS Spectrum, 16(2), 28–36.

Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.

Leo, T., & Cowan, D. (2000). Launching professional learning communities: Beginning actions. Issues … About Change, 8(1), 1–16. Austin, TX: Southwest Educational Development Laboratory. Retrieved August 22, 2003, from www.sedl.org/pubs/catalog/items/cha39.html

Public Affairs Research Council of Alabama. (2002). The payoff from faculty teamwork: Student performance is higher in Alabama schools with a stable faculty and moderate size. A report prepared for the Governor’s Task Force on Teacher Quality. Birmingham, AL: Samford University. Retrieved May 6, 2003, from: http://parca.samford.edu/Payoff%20from%20Faculty%20Teamwork.htm

Spraker, J. (2003). Teacher teaming in relation to student performance: Findings from the literature. Portland, OR: Northwest Regional Educational Laboratory. Retrieved August 22, 2003, from
www.nwrel.org/re-eng/products/TeacherTeaming.pdf

Uline, C., Tschannen-Moran, M., & Perez, L. (2003). Constructive conflict: How controversy can contribute to school improvement. Teachers College Record, 105(5), 782–816.

Useem, E.L., Christman, J.B., Gold, E., & Simon, E. (1997). Reforming alone: Barriers to organizational learning in urban school change initiatives. Journal of Education for Students Placed At Risk, 2(1), 55–78.

Woods, D. (2002). Moving forward: From where you are to school improvement that lasts. Portland, OR: Northwest Regional Educational Laboratory.

Smaller Learning Communities Program

NWREL’s Serving Smaller Learning Communities Project (www.nwrel.org/scpd/sslc/index.shtml)

U.S. Department of Education Smaller Learning Community Program (www.ed.gov/programs/slcp/)

Critical Friends Groups Resources

Bambino, D. (2002). Critical friends. Educational Leadership, 59(6), 25–27. Retrieved August 22, 2003, from www.ascd.org/readingroom/edlead/0203/bambino.html

Mohr, N., & Dichtor, A. (2003). Stages of team development: Lessons from struggles of site-based management. Providence, RI: Brown University, Annenberg Institute for School Reform. Retrieved August 22, 2003, from www.annenberginstitute.org/publications/stages.html

National School Reform Faculty Program
(www.nsrfharmony.org/program.html)
NSRF program has developed learning communities and extended networks that incorporate the concept of Critical Friendship. Skilled facilitators/coaches help teachers and administrators create and/or sustain learning communities where they can develop shared norms and values, engage in reflective dialogue, give each other feedback on their work, and hold each other accountable.

Trust Scales

Wayne K. Hoy and Megan Tschannen-Moran’s Trust Scales can be downloaded and used to measure trust in your school at
www.coe.ohio-state.edu/whoy/instruments_6.htm#The T and http://mxtsch.people.wm.edu/researchtools.html.