Administrators’ Lessons Learned: Considerations in Establishing Demonstration Classrooms

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dc.contributor.author Gallagher, Tiffany
dc.contributor.author Grierson, Arlene L.
dc.date.accessioned 2011-06-09T21:34:01Z
dc.date.available 2011-06-09T21:34:01Z
dc.date.issued 2011
dc.identifier.uri http://hdl.handle.net/10294/3373
dc.identifier.uri http://ineducation.ca/article/administrators-lessons-learned-considerations-establishing-demonstration-classrooms en
dc.description.abstract This paper presents the perspectives of some administrators whose school sites hosted demonstration classrooms that were implemented as part of a board-wide professional development initiative. Administrators highlighted the challenges of balancing the competing needs of their school system with those of their individual school communities and identified: (a) the need for advance planning; (b) the importance of consistency and communication; and (c) the complexities of acknowledging the dual roles and responsibilities held by demonstration classroom teachers. Demonstration classroom professional development programs may hold the potential to enhance teachers’ knowledge and skills. However, this study found that effective implementation of such programs requires skilled administrative collaboration and coordination. en_US
dc.language.iso en en_US
dc.publisher University of Regina, Faculty of Education en_US
dc.title Administrators’ Lessons Learned: Considerations in Establishing Demonstration Classrooms en_US
dc.type Article en_US
dc.description.authorstatus Other en_US
dc.description.peerreview yes en_US


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