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Motivated by education reform and state-mandated inservice training, New Jersey's Montclair Public School District created a staff development model that uses teachers as resources for their own professional growth. This model utilizes the expertise of an elementary math, intermediate language arts, and secondary science teacher in the formation of a resource team of professional developers. As teachers on special assignment, the resource team works closely with key administrative personnel in areas of curriculum, parental involvement, staff development, and overall student achievement. This paper shares the results of the initial phase of this new model of professional staff development in the Montclair Public Schools. Montclair is a magnet school system with a highly diverse student population of 6,000 students. A historical perspective is provided which describes the process for fostering collegiality and implementing innovative pedagogical practices in the middle level classroom. This model represents a paradigm shift. One of the reasons the model has been successful is because of the team diversity across grade level and subject. This diversity has helped cultivate continuity and eliminate gaps common to many isolated models of staff development. Sample flyers, presentation overheads, and supplementary resources are attached. (Author/SM)

Descriptors: Collegiality, Educational Innovation, Faculty Development, Inservice Teacher Education, Mentors, Middle School Teachers, Middle Schools, Teacher Collaboration, Teacher Improvement











Autor: Barnes-Johnson, Joy M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5963&id=ED449162







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