Focusing on quality improvement perspectives, our evaluation process uses a mixed method approach that allows maximum flexibility. Evaluation outcomes are designed to be informative and constructive, allowing organizations to grow and improve based on the data analyzed. CEF monitors national trends and research that provide the foundational underpinnings for both programs and evaluation. Review of the outcomes and processes of Project TEEM, the Teachers Studio and Project Achieve identified several characteristics of successful schools an almost elusive quality that seemed to sustain the momentum, continuity, and enthusiasm for reform in a building far beyond the effects of the structures and specific activities projects provided to improve instruction. Teachers engage in collaborative activity to achieve the purpose.
Teachers take collective responsibility for student learning.
Similar conclusions were reached by A. Bryk in 1997. Professional Community is linked in these studies with student achievement, positive work environment and positive school climate. Without this, there is no way of getting better over time. The star teachers of the twenty-first century will be those who work together to infuse the best ideas into standard practice. In addition to establishing a connection to the body of research surrounding professional community, CEF program data began to define the dimensions of CEF s role as an external agent in school reform.