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by Lee Teitel - 2011

Writing this afterword pulls me back in. The fine scholarly work of the Yearbook—its focus on history and purpose, on research and impacts, on structures, roles and accountability, and on leveraging change—has enabled me to reconnect with my roots and passion. Rip Van Winkle, looking with a fresh set of eyes on something that is both familiar and removed. Here’s what stands out to me.

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This article originally appeared as NSSE Yearbook Vol 110, No. 2.

Cite This Article as: Teachers College Record Volume 113 Number 14, 2011, p. 577-590
https://www.tcrecord.org ID Number: 18428, Date Accessed: 10/18/2021 10:42:49 AM

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About the Author
  • Lee Teitel
    Harvard University
    LEE TEITEL has been a researcher, writer, consultant, speaker, and professional development school (PDS) advocate since 1989. His work focuses on PDS start-up, sustainability, and impact assessment issues; new leadership roles in PDSs for teachers and principals; and the development and implementation of national standards for PDSs. He is author of The Professional Development Schools Handbook: Starting, Sustaining, and Assessing Partnerships That Improve Student Learning (Corwin, 2003), as well as numerous articles and monographs. He directs the School Leadership Program at Harvard’s Graduate School of Education, where he teaches about partnerships and other approaches to improving teaching, learning, and leadership. His most recent book (coauthored with Liz City, Richard Elmore, and Sarah Fiarman) is Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning (Harvard Education Press, 2009).
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