Lake County Effective Teaching Center

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Lake County Effective Teaching Center

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The LCEA and the Lake County School Board and Administration have joined
forces in a collaborative effort to provide improved educational services
to teachers through the Educational Research and Dissemination
Project' (ER&D). Implementation of this program demonstrates that both
LCEA and the School Board are vitally interested in offering innovative
approaches to teacher effectiveness.

The ER&D project, begun in 1981, is unique in that it represents the
first time a teacher's union has ,served as a condu:Lt between educational
research and" practicing teachers. The model allows teachers to work
with the research, transforming it into a useful tool for everyday
classroom teaching and learning. This project is a long-term professional
plan.

In Lake County, an innovative program has been initiated which will
provide for teachers to attend ER&D training in a series of six all-day
workshops, with substitutes provided jointly by the Board and funding
from private foundations arranged by AFT. A different piece of research
de~ling with teacher effectivene~s or classroom management will be
studied at each session and taken back to the clas~room by each teacher
to implement as s (h)e chooses.

The program involves the selection of tea,chers to be trained .as TRL' s
(Teacher Research Linkers) who will serve as ,trainers and workshop
leaders for their peers in their own schools. These TRL's will receive
in-service points toward re-certification upon completion of the course.

The ER&D Project is designed to promote a non-threatening atmosphere,

free of mandates. The emphasis is on the personal, professional choice
of the teacher in regard to the application of the research.

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P.O. BOX 816. 1707 SOUTH S1. • LEESBURG, FL 32748. 904/787·2050

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What It Can Provide

1.
Allows teachers to apply educatienal research tindi~s directly to the
local achool settiaa without extended delay and within a tramework which
offers relevant strate,i.s tor daily classroom .pplication;
2.
Offers a voluatary proceas which peraits the iadividual teacher to aeek
or accept chauae in a natural manner and internalize new information;
3.
Allowa teachers t. b. directly involved in a leadership capacity in the
applicatioa of research in the classroom and the analysis of its eftectiveness;
4.
Allews teachers to use valid chUlnels of coammicatioa for the examiniDi ot
effective teachin, techniques in the company of other teachers (collegial
atmosphere; non-jude-eatal application and analysis; diminished isolationism);
5.
Awakens teachers to recoenition of teachin, as an art and a·science throuch
recoenitioll and a88imilatioa of a body of .kills, some of which are still evolvinl;
6.
Offers opportUDities tor application to all disciplines and all ,rade levels;
7.
Holds promise for extension into such areas as: future research in effective
teachina tield; improved evaluation/observation procedures and instruments;
developaent of peer evaluation and i.tervention processes; improved workinc
relationships with coUe,ea of education, business &Dd industry, district
.. school BYste .. s; ',supplementary trainin, for potential admiaistraiora and
supervisors in local achool BYstems; development of caroer ladder structures
tor classroom teachers (mentors, learnin, specialists).

Wh&t It Does Not Provide

1.
A band-aid approach to educational ills;
2.
A deficit orientation toward teacher weaknesses;
3.
A ca.nned proeram;
4.
A reliance on untested, experi.ental concepts;
5.
A prolram to 8et'ri,id prescriptions for how teachers should teach;
6.
Perpetuation of the traditional isolation ot the individual teacber;
7.
Utilization of research intended inappropriately to alter a teacher's style;
9.
An administratively mandated proeram;
10. A judamental, competitive environment.
This project is derived from the American Federation of Teachers Educational aesearch and
Dissemination Program (ER&D) who.e purposes ~. (a> to further the protessional growth
of its members, (b) to make teachers usera of research, and (c) to improve student achievellent.

AFT program historys
1981, two-year NIB erant; three pilot aites: Washin,ton, D.C•.,
New York City, and San Francisco

Institutions involveds
Columbia Univer8ity, Stanford University,
and Far West Laberatories tor Educational Research

Practitioners at Stanford, U. of Illinois, Maryland, and Columbia University


The Effective Teachini Center
Concept aDd Implementation Possibilities

Stage I

Teacher Research Coordinator (TRC) serYes aa instructor to train
classroom ~.achers aa Teacher Reaearch Linkers (TRLls)

~pplication of reaearch to classroom aettiae ~y TULIa

Feedback ~o TRC on application of research findiDis

Expansion of TKL's insi,ht as to research findings effectiveness

Expansion of TaL's insi,ht as to possibilities for further research

. .

ShariDi of ideas and findin,s by TULls with interested faculty
aembers aDd with other TRLle

Program pree.ntationa by'TRC to publicize content and progress of
training project and ETC aodel

Stye II

Continued trainiDi to produce additional TaL's

~

Dis.emination ot pr.je~t intormation to other groups;
'. pouible trainine of TRC'. to aerve in other areaa

Peedback to ERa:D of iJ!T on research application etfectiveness
and o.n new reaearch possibilities

Assiat in trainiDi new TRLls

Development of TRL teama on faculties

Examination of teacher Observation/evaluation in.trument.
to determine accuracy and practicality of use

Development of intervention team strategies to assist teachers
e~erieacing teachiDi performance difficulties

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Involvement with application of new research as it becomes available
(possible collaboration ~ith universities or with business and
industry for funding sourcea)

In.,.lvement with inter-school shariDi seasions with other TRLls
for ialnins and dispensing valuable ideas and more effecti.,e
approaches


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·IfJl Stage III

Stage IV

Development of ETC network throughout state; assist with
beginninr efforts.in other districts

Identification of' resource bank of teachers within Lake
County and in other counties to share expertise

Dissemination of new research findincs throurh new inserTice
sua1ons; many of theee could be preseated at the faculty·
level if sufficient TaL's are present OR campus to
serve as catalysts

Development and use of teacher interTention teams to assist
teachers who need help in teachi~ more effectively

Development of peer evaluation teams

Deyelopment and field testinc of improved obserTation/evaluation
instru.ents and procedures for assessinr teacher performance

Developtaeat of teacher-desiped mini-workshops which could be
made available to' other inter~8ted teachers (possibilities
endless; leD(th of time of each workshop determined by
amount of content or traininc to be provided); workshops
could be provided at local school level, in county areas,
or countywide, depending upon interest; all workshops taUiht
by teachers themselves (see attached list for just a few
possibilities)

Collaboratively developed training with local teachers and university
personnel of new certification programs to prepare highly motivated
teachers to assume responsibilities as learning conSUltants/specialists
or as te~her mentors

Development of research center capabilities to continue updatinr
all teachers in the most up-to-date methods of effective teaching

Development of district career ladderprorrams offerine opportunities
to h1,hly motiyated.career teachers who demonstrate interest,
expertise and leadership; establishment of state-approved, uniYersitydesi,
ned programs of certification and possible degree statnB to
prepare teachers as learnine consultants/specialists and meators

Establishment of coalitions with roYernment, business, and industry
to provide fundine for new research and for dissemination of
validated research on a timely baais

Establishment of a network of Effectiye Teachine Centers throurhout
the state of Florida and the United States which can play an
actiye role in the preservice and inservice of teachers; identify
outstanding teacher practitioners within this network who can
serve as resource persona and as creatiYe "moYers and shapers"
ef educational improvement in this coun,try



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