Episode Guide

1. Stories of Public Engagement: Patrick O’Hearn School — A Boston elementary school has enhanced student success through close cooperation with families.

2. Stories of Public Engagement: Pattonville School District, Missouri — Residents in a school district in Missouri are working with their local schools to tackle emerging educational challenges.

3. Stories of Public Engagement: B.U.I.L.D. — Baltimoreans United in Leadership Development (B.U.I.L.D.), a local community organizing agency, has helped urban parents set up after-school learning centers and become advocates for their children’s learning.

4. Innovations in Professional Collaboration: Making Teaching Public — Pasadena (California) High School teachers use a peer-observation process — observing one another in their classrooms, then meeting individually and in groups to offer feedback — as a way to improve teaching practice and student achievement.

5. Innovations in Professional Collaboration: A Community of Learners — At Souhegan High School in Amherst, New Hampshire, teachers regularly gather feedback on their teaching practice from peers as well as students, as part of a school-wide effort to make Souhegan a genuine community of learners.

6. Looking at Student Work: A Window Into the Classroom — Teachers at Norview High School in Norfolk, Virginia, demonstrate the collaborative examination of student work and discuss its value and implications for teaching practice.

7. Reflecting on Teaching Practice: Student Work, Teacher Work and Standards, Part I—Math — A tenth-grade math teacher from San Bruno, California, presents a sample of student work from her classroom to a group of teachers, administrators, and a facilitator. The group uses a “tuning protocol” to examine this work, give the teacher feedback and discuss its implications for her teaching practice.

8. Reflecting on Teaching Practice: Student Work, Teacher Work and Standards, Part II—Science — A fourth-grade teacher from Worcester, Massachusetts, shares a sample of work from her science classroom with a group of teachers and administrators in a facilitated “consultancy” that focuses on a question posed by the teacher about the student work and her teaching practice.