ILASCD Journal

Winter 2016

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Page 57 of 73

Article Fostering Teachers as Change Agents through Professional Learning Laura Beatus Brent Raby, Ph.D. There is definitely no shortage of literature about school reform. A basic EbscoHost search for articles and journals focused on "school reform" produces over 15,000 results. Topics range from standards-based curriculums, to Positive Behavioral Intervention Systems (PBIS), to developing smaller learning communities. The wide variety of topics can give a researcher plenty to ponder. The reality in school reform efforts is that, regardless of the program, structure, initiative, or principle, the individual teacher has the most impact. This is why noted educational authors, such as DuFour, DuFour, and Eaker (2008), Guskey (2000), and Reeves (2010), all mention that development of a collaborative learning environment for teacher learning is the key to improving student achievement. West Aurora School District 129 has taken this research and approach to heart for its approximate 850 certified staff members. Over the past two years, district personnel have built structures to ensure that staff members have access to professional learning that not only enhances their instructional knowledge, but also, provides teachers opportunities to operate as change agents. These efforts include: WINTER 2016 | VOLUME 62 | NUMBER 4 | PAGE 58

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