The purpose of the Common Planning Time (CPT) rating scale is for self-evaluation, improvement planning, and analysis of how effectively teams that share content are using their time. Rarely can a team be pigeonholed at exclusively one level. One may find some teams doing activities listed at one level and simultaneously other activities at another level.
Common Planning Time (CPT) Rating Scale
Inside the Black Box of Collective Efficacy
This article by Jon Saphier describes what school leaders do to create collective efficacy among their faculty. It has a special section on the role of trust in the process and how leaders build it.
Content Teams and Error Analysis -- How School Leaders Create High-Functioning Teams that Use Data to Plan Re-teaching
This article describes what high functioning PLCs or Common Planning Time teams do. The Appendix to the article provides a rating scale for the developmental level of the team.
John Adams' Promise - How to Have Good Schools for All Our Children, Not Just for Some (ESSAY 1)
Curriculum reform, structural reform, funding reform, organizational reform - all these 20th century efforts have failed to make a significant dent in the achievement gap and the performance of disadvantaged students, especially in cities and poor rural areas. Could it be that we have focused on many good targets but missed the most important one.
John Adams’ Promise - The Significance of the Geographical State and the Ten Processes of Education Reform (ESSAY 2)
You can’t fix a problem if you don’t define it properly. A central issue for improving schools in the U.S. is this: there is a common core of professional knowledge about teaching and learning that gets results for students. Large segments of it are missing in action from each of the ten processes that form the supply chain of our teacher workforce. No one is accountable for seeing professional knowledge even shows up in these processes, much less in an integrated way. This is eminently fixable, but only if we redefine the problem and radically refocus our resources.
John Adams' Promise - Including Student Results in Teacher Evaluation - A Case Study in Focus on Teaching Expertise (ESSAY 3)
In this era of accountability in education, teachers are asked to be accountable for student results as never before. In Montgomery County, MD, this accountability appears in the written evaluation of every teacher. This paper describes: (a) how this accountability avoids a reductionist numbers game tied to test scores; and (b) how joint responsibility for student learning has come about through a powerful alliance of union and administrative leaders.
The Courage to Lead
There are cases available all over the country that show that individual schools and occasionally whole districts with many children in poverty get very good achievement results - in some cases as good or better than nearby affluent suburbs.
Conversations That Produce School Improvement
Schools that make the most learning gains for students have leaders who ensure the frequency and quality of professional conversations. Conversations among adults about teaching and learning permeate the building. That means they happen at all times of day, in formal and informal settings, and all the adults involve themselves.
Bonfires and Magic Bullets
This essay makes the case for both why and then practically how we can make teaching a true profession. It answers the questions: what characterizes a true profession? What is getting in the way? What are the steps to take? This essay has been widely used as a study group resource and reading-in-common by educators throughout the country.
Growing Lilies in the Desert
This essay describes a practical plan, now well underway in Massachusetts, to fix the dysfunctional personnel pipeline that creates our educator workforce. The plan builds the large knowledge base about teaching and learning into all the levers of influence that impact what teachers know and can do. It makes the case that the geographical state is the unit of enduring change in American education. It goes on to describe how state policy and law can press the levers of influence on teacher capacity into alignment, both with each other and with professional knowledge.
Supplements to The Skillful Teacher: Introduction to the Motivation Section of the Skillful Teacher
For those who have wondered where the domain of feeling and the whole child enters into the picture of skillful teaching, this section is for you.
Barry Jentz Program Overview
A summary of the RBT program by Barry Jentz "How to Make Decisions That Transform Your Leadership and Organization".
The Skillful Teacher Quiz Downloads
Structured Interview Design
Structured Interview Design is a fast-paced, knee-to-knee protocol that gives each participant a chance to share their views on an issue. It structures each person listening to others and creates a large data base for discussion and decision-making.