All Things PLC

This general Web resource for teachers provides example schedules demonstrating various block scheduling options, including using paraprofessionals for lunch supervision. 

Time for Teachers: Leveraging Expanded Learning Time to Strengthen Instruction and Empower Teachers

This National Center on Time and Learning report describes how 17 highly effective schools have expanded their learning time in ways that allow for more professional learning opportunities. It includes assessment charts schools can use to judge how they can improve.

The Case for Improving and Expanding Time in School: A Review of Key Research and Practice

This research review from the National Center on Time and Learning describes how adding time to the school day and/or year can have a positive impact on student proficiency. The report outlines the potential benefits of expanded time for students and teachers, including more dedicated time for teacher collaboration and embedded professional development. 

Out of the Debate and Into the Schools: Comparing Practices and Strategies in Traditional, Pilot, and Charter Schools in the City of Boston

Research conducted by American Institutes of Research (funded by The Boston Foundation) on extended school days in Boston found that the best-performing schools allow time for teachers to plan cooperatively, focus on professional development, and assess and work with individual students. High-performing schools were purposeful about their teachers’ time (for example, no teachers monitor lunch), and professional learning was built into the school schedule.

Professional Learning Plans: A Workbook for States, Districts, and Schools

Learning Forward gives step-by-step guidance in this workbook on developing professional learning plans, which include analyzing student learning needs, selecting content, providing implementation support, and evaluation. The workbook includes a section on finding time for professional learning.

Establishing Time for Professional Learning

Learning Forward’s step-by-step guide shows how schools and districts can increase collaborative learning time for teachers. It goes through the process of analyzing current uses of time, identifying opportunities for collaborative learning, revising school schedules, and evaluating the results of increased professional learning time.  

Evaluating Job Applicants: The Role of Training and Experience in Hiring

The U.S. Merit Systems Protection Board wrote this report to the president and Congress to help federal agencies improve how they assess job candidates. In addition to summarizing existing research on the effectiveness of various assessment methods, the report provides specific strategies for verifying an applicant’s assertions about his/her training and experience.

The Big Five Personality Dimensions and Job Performance

This research attempted to determine the relationship between personality dimensions and job performance using the NEO-Personality Inventory. It found that three personality dimensions—emotional stability, openness to experience, and agreeableness—explained 28 percent of the variance in participants’ management performance.

Turnaround Principal Competencies

In an article for School Administrator magazine, Lucy Steiner and Sharon Kebschull Barrett examine how understanding competencies—habits of behavior and underlying motivations, which can help predict how newly hired employees will do their jobs—can help administrators, such as those in Minneapolis, hire the leaders they need to turn around even the most troubled schools.

School Turnaround Teachers: Selection Toolkit

This toolkit from Public Impact is designed to help district officials identify and hire teachers who have the capacity and will to implement school turnarounds. This resource clarifies the critical competencies—habits of behavior and underlying motivations—that enable people to be successful in attempts to transform schools from failure to excellence quickly.


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