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Footnotes
1 William Saunders of Pearson, Claude Goldenberg of Stanford, and Ronald Gallimore of UCLA (2009) studied grade-level teaming efforts in a large urban school district in southern California where teachers had been provided explicit teaming protocols in school-based training. They found the experimental schools exhibited greater student achievement growth on state-mandated tests over three years than comparison schools in the same district.
2 SAM is a program co-developed by the Baruch College School of Public Affairs and New Visions for Public Schools in New York City that integrates a university-based, degree-granting leadership development program with school reform via school-based inquiry teams. The Center for Research on the Context of Teaching at Stanford is the evaluator the SAM program. For more information and data about the impact of SAM on off-track and on-track graduation rates, see Talbert et al. 2009.
3 See McLaughlin and Talbert 2006.
4 See Marshall 2009.
5 See DuFour et al. 2010 and the Sanger Unified School District Web.
6 For example, see the district’s annual school climate surveys; Education Trust–West 2010; and District Administration Custom Publishing Group 2008.
7 See Johanek and Puckett 2007.
8 During the mid-1990s, Stanford’s CRC documented professional development in Philadelphia, Chicago, and New York City under this five-year initiative funded by the DeWitt Wallace–Reader’s Digest Fund.
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References
District Administration Custom Publishing Group. 2008. “Closing the Achievement Gap:
A San Jose Success Story” (December).
> Available online.
DuFour, Richard, Rebecca DuFour, R. Eaker, and G. Karhanek. 2010. “Under No Circumstances Blame the Kids: Sanger Unified School District.” Chap. 12 in Raising the Bar and Closing the Gap: Whatever It Takes. Bloomington, IN: Solution Tree Press.
Education Trust–West. 2010. San Jose Unified School District: A Case Study; Preparing Students
for College and Career. Oakland, CA: The Education Trust–West.
> Available for download
Johanek, M. C., and J. L. Puckett. 2007. Leonard Covello and the Making of Benjamin Franklin High School: Education As If Citizenship Mattered. Philadelphia, PA: Temple University Press.
Marshall, K. 2009. “Is Merit Pay the Secret Sauce for Improving Teaching and Learning?” Education Week 29, no. 15 (December 16).
McLaughlin, M. W., and J. E. Talbert. 2006. Building School-Based Teacher Learning Communities. New York: Teachers College Press.
Saunders, W. M., C. N. Goldenberg, and R. Gallimore. 2009. “Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools,” American Educational Research Journal 46, no. 4 (December 1):1006–1033.
Talbert, J. E., with L. Mileva, M. McLaughlin, J. Schoener, M. K. Cor, P. Chen, and W. Lin. 2009. Leadership Development and School Reform through the Scaffolded Apprenticeship Model (SAM). Palo Alto, CA: Stanford University, Center for Research on the Context of Teaching.
