Because what we do in staff development can best be understood in terms of Contexts, Strategies, and Structures, the remainder of the book features distinguished educators who write from their own unique experiential and theoretical stances. Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes; Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards; Lynne Miller presents a case study of a long-lived school?university partnership; Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student's learning, to re-think their curriculum, and much more; Laura Stokes analyzes a school that successfully uses inquiry groups.
There are further contributions (including some from novice teachers) by Anna Richert Ershler, Ann Lieberman, Diane Wood, Sarah Warshauer Freedman, and Joseph P. McDonald. These powerful exemplars from practice provide a much-needed overview of what matters and what really works in professional development today.
