Search results for: Berry James E.
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Maintaining, Reframing, and Disrupting Traditional Expectations and Outcomes for Professional Development with Critical Friends Groups
The goal of this study is to highlight the successes and challenges inherent in this district’s use of the CFG model and provide the district and school leaders with feedback to inform their progress as they enter the 3rd year of implementation.Findings suggest that the CFG model can positively impact the professional development of those involved. However, without explicit attention being given to the nature of the dialogue that actually occurs within the CFGs and its relationship to the larger school improvement efforts, and teachers’ individual practice, it is difficult to affect changes in how teachers either share or enact their instructional practices.
Updated: Sep. 14, 2011