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Professional Learning Communities
Conducting Teacher Leadership Forums: A Practical Guide (2002) 
This online publication is designed to help educators plan, implement, and evaluate leadership forums and events that can build professional community and collegiality among groups of educators from different schools and districts.
A Facilitator's Guide to Professional Learning Teams: Creating On-the-Job Opportunities for Teachers to Continually Learn and Grow (2004) (sample chapter )
This practical "how to" guide provides a series of concrete steps and a variety of tools for a principal, a lead teacher, or other school staff member to use in establishing and maintaining Professional Learning Teams and in evaluating their progress. It focuses on onsite professional development that builds collegiality and capacity, improves teaching quality, and focuses on student achievement.
Making the Edenton-Chowan School System a District Where Everyone Learns (2003) [see pages 22–25]
This article tells the story of a small, rural North Carolina school system that is using Professional Learning Teams to become a professional learning community. It pinpoints specific conditions that contributed to the success of these collaborative teams.
Support for Professional Learning Teams (2004)
This site is designed to provide regular updates, new tools and information, and ideas for working with Professional Learning Teams. It is designed to provide support for users of A Facilitator's Guide to Professional Learning Teams.
Teachers of the Year Speak Out: Key Issues in Teacher Professionalization (1998)
Insights on characteristics of quality teachers developed by a "think tank" of past and present Teachers of the Year from six states form the basis of this document. One characteristic they identify is collaboration and community among colleagues.
Teachers as Researchers
An Invitation to Leadership: The SERVE Teachers as Researchers Academy(2003) [see page 4]
This article describes the rationale for and inception, growth, and general direction of the SERVE Teachers as Researchers Academy (TARA), including the "TARA Consortium" comprised of SERVE staff and college-of-education representatives from North Georgia College and State University, the University of Montevallo, and Western Carolina University.
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Educator Growth and Assessment
Developing Leadership Programs for "Break-the-Mold" Public Schools: Lessons from the SERVE Leaders Institute (2000)
This document distills lessons learned by designer-deliverers of a 2-year leadership program for charter and innovative public school teams in North Carolina. It is intended for individuals and organizations interested in designing similar programs for school leaders.
Leading Change in Principal Development: Notes for the Field (2003)
This monograph is a case report and a guide for designer-deliverers of principal-development programs. The document describes the activities and outcomes of a unique theory-to-practice program, including chapters on design and management, participants, content and delivery, logistics, and evaluation.
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