Pre-launch preparations for a peer observation initiative viewed through a concerns model

References

• Boudett, K.P. and Moody, L., 2005. Organizing for collaborative work. In: K.P. Boudett, E.A. City, and R.J. Murnane, eds. Data wise: a step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press, 11–28.
   Google Scholar
• City, E.A., Kagle, M., and Teoh, M.B., 2005. Examining instruction. In: K.P. Boudett, E.A. City, and R.J. Murnane, eds. Data wise: a step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press, 97–115.
   Google Scholar
• Connecticut State Department of Education, 2006. District reference groups, 2006. Available from: http://sdeportal.ct.gov/Cedar/Files/Pdf/Reports/db_drg_06_2006.pdf [Accessed 21 September 2018].
   Google Scholar
• Connecticut State Department of Education, 2016. EdSight. Available from: http://edsight.ct.gov/SASPortal/main.do [Accessed 21 September 2018].
   Google Scholar
• Croft, A., et al., 2010. Job-embedded professional development: what it is, who is responsible, and how to get it done well (Issue Brief). Washington, DC. Available from: https://learningforward.org/wp-content/uploads/2017/08/job-embedded-professional-development.pdf [Accessed 21 September 2018].
   Google Scholar
• Diamond, J.B. and Spillane, J.P., 2016. School leadership and management from a distributed perspective: a 2016 retrospective and prospective. Management in education, 30 (4), 147–154. doi:10.1177/0892020616665938
   Google Scholar
• DuFour, R., et al., 2010. Learning by doing: a handbook for professional learning communities at work. 2nd ed. Bloomington, IN: Solution Tree Press.
   Google Scholar
• DuFour, R. and Eaker, R., 1998. Professional learning communities at work: best practies for enhancing student achievement. Bloomington, IN: Solution Tree Press.
   Google Scholar
• DuFour, R. and Marzano, R.J., 2011. Leaders of learning: how district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press.
   Google Scholar
• Eaker, R. and Keating, J., 2012. Every school, every team, every classroom: district leadership for growing professional learning communities at work. Bloomington, IN: Solution Tree Press.
   Google Scholar
• Elmore, R.F., 2000. Building a new structure for school leadership. Albert Shanker Institute. Available from: http://www.shankerinstitute.org/education.html [Accessed 21 September 2018].
   Google Scholar
• Elmore, R.F., 2005. School reform from the inside out: policy, practice, and performance. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Fullan, M., 2007. The NEW meaning of educational change. 4th ed. New York: Teachers College Press.
   Google Scholar
• Garet, M.S., et al., 2001. What makes professional development effective? Results from a national sample of teachers. American educational research journal, 38 (4), 915–945. doi:10.3102/00028312038004915
   Web of Science ®Google Scholar
• Glaser, B. 1965. The constant comparative method of qualitative analysis. Social problems, 12 (4), 436-445. doi:10.2307/798843
   Web of Science ®Google Scholar
• Grimm, E.D., Kaufman, T., and Doty, D., 2014. Rethinking classroom observation. Educational leadership, 71 (8), 24–29.
   Web of Science ®Google Scholar
• Hall, G.E. and Hord, S.M., 2015. Implementing change: patterns, principles, and potholes. 4th ed. Boston: Pearson.
   Google Scholar
• Hargreaves, A. and Fullan, M., 2012. Professional capital: transforming teaching in every school. New York: Teachers College Press.
   Google Scholar
• Hargreaves, A. and Fullan, M., 2013. The power of professional capital: with an investment in collaboration, teachers become nation builders. Journal of staff development, 34 (3), 36–39.
   Google Scholar
• Hattie, J., 2009. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
   Google Scholar
• Hirsh, S., 2009. A new definition. Journal of staff development, 30 (4), 10–16.
   Google Scholar
• Hoerr, T.R., 2016. What’s important: we must focus on what’s truly important – not just what’s urgent. Educational leadership, 74 (4), 90–91.
   Google Scholar
• Kaufman, T.E., 2007. Examining instruction: Murphy K-8 school unlocks the classroom. In: K.P. Boudett and J.L. Steele., eds. Data wise in action: stories of schools using data to improve teaching and learning. Cambridge, MA: Harvard Education Press, 87–104.
   Google Scholar
• Knight, J., 2007. Instructional coaching: a partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Leana, C.R., 2011. The missing link in school reform. Stanford social innovation review, 9 (4), 30–35.
   Google Scholar
• Learning Forward, 2017. Standards for professional learning. Oxford, OH. Available from: https://learningforward.org/standards-for-professional-learning [Accessed 21 September 2018].
   Google Scholar
• Leithwood, K., et al., 2004. How leadership influences student learning: review of research. New York: Wallace Foundation.
   Google Scholar
• Marzano, R.J., Waters, T., and McNulty, B.A., 2005. School leadership that works: from research to results. Denver, CO: ASCD.
   Google Scholar
• National Archives and Records Administration, 2009. Department of education, state fiscal stabilization fund program: final rule. Federal register, 74 (217), 58436–58525. Available from: https://www.gpo.gov/fdsys/pkg/FR-2009-11-12/pdf/E9-27161.pdf [Accessed 21 September 2018].
   Google Scholar
• Penuel, W.R., et al., 2007. What makes professional development effective? Strategies that foster curriculum implementation. American educational research journal, 44 (4), 921–958. doi:10.3102/0002831207308221
   Web of Science ®Google Scholar
• Senge, P.M., 1990. The fifth discipline: the art and practice of the learning organization. New York: Doubleday/Currency.
   Google Scholar
• Spillane, J.P., 2006. Distributed leadership. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Stinson, S., 2017. Learning designs. Available from: https://learningforward.org/standards/learning-designs/shirnetha-stinson [Accessed 21 September 2018].
   Google Scholar
• Strauss, A., and Corbin, J. 1998. Basics of qualitative research. Thousand Oaks, CA: Sage.
   Google Scholar
• United States Department of Education, 2009. Race to the Top Program executive summary. Washington, DC. Available from: https://www2.ed.gov/programs/racetothetop/executive-summary.pdf [Accessed 21 September 2018].
   Google Scholar
• US Census Bureau, 2018. American fact finder. Available from: https://factfinder.census.gov/faces/nav/jsf/pages/community_facts.xhtml [Accessed 21 September 2018].
   Google Scholar
• Visone, J.D., 2016. A learning community of colleagues enhancing practice. Kappa delta pi record, 52 (2), 66-70. doi: 10.1080/00228958.2016.1156511
   Google Scholar
• Visone, J.D., 2018. Developing social and decisional capital in us national blue ribbon schools. Improving schools, 21 (2), 158–172. doi: 10.1177/1365480218755171
   Web of Science ®Google Scholar
• Wei, R.C., Darling-Hammond, L., and Adamson, F., 2010. Professional development in the United States: trends and challenges. Dallas, TX: National Staff Development Council.
   Google Scholar