In this article, we explore how organizational routines involving instructional rounds-collective, structured observations and reflections on classroom practice-might contribute to the development of social networks among administrators and support a common, district-wide focus on instruction. Building on work on communities of practice, we consider some of the mechanisms through which rounds might contribute to the development of the relationships, common language, and shared understanding integral to building social capital. Our analysis focuses on the evolution of social networks among administrators in three districts. While this initial analysis does not find a consistent association between engagement in rounds and the development of social networks that have the characteristics of communities of practice, it points to several key factors that need to be taken into account in order to use rounds strategically to support the development of connections among administrators who may not normally come into contact with one another. . Her research focuses on the intersection of race, class, and political and cultural orientations toward schooling, as well as trust, social capital, and social network analysis. RACHEL ROEGMAN is an assistant professor at Purdue University. A former teacher in traditional and alternative schools, Rachel Roegman comes to education and research from a social justice perspective and a desire to create schools that serve all students well. Her research interests center on the interconnections between equity, contexts, and leadership.

This article presents a study of mentor teachers who work with residents in an urban teacher residency program in New York City. Forty-six mentor teachers (i.e., cooperating teachers) were asked to describe moments of effective mentoring, as well as their own strengths, weaknesses, and goals as mentors. Implicit in mentor teachers’ descriptions of effective mentoring were their perspectives on effective teaching. These perspectives offer much insight into the challenges of clinically rich teacher preparation for a particular urban context, raising several dilemmas that should be considered amid the calls for teacher preparation that is deeply rooted in field practice.

Purpose – The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP). Design/methodology/approach – This multiple-methods study examined 15 mentor teachers’ approaches over the course of a year in an urban TRP through the lens of Wang and Odell’s (2002) framework for mentoring. Data sources included mentors’ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative). Findings – Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents’ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors’ discussions of reflection and collaboration. Research limitations/implications – This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher. Originality/value – Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors’ approaches to mentoring is necessary in order to provide this support.

We explored the practices and understandings around using disaggregated data to inform instruction of 18 principals from three Midwestern school districts. Research Method: This qualitative study used one-on-one semistructured interviews with the principals focusing on how they disaggregate data in practice. The protocol included general questions about principals' data practices as well as specific questions around disaggregation. Initial inductive coding began with principals' direct responses to specific questions around disaggregation, and then emerging themes were used to analyze the entire transcripts. Findings: Participants were more likely to talk about disaggregation in relation to performance (by teacher, by grade level, etc.) than by subgroup (by race/ethnicity, by gender, etc.). Further analysis highlighted principals' purposes for disaggregating data that focused on identifying low performance on standards-based assessments, as well as the challenges they faced, particularly in terms of technical skills

Four New Jersey school districts worked together to increase student achievement by applying a number of strategies focused on getting traditionally underrepresented students to take more AP courses. The districts are members of the New Jersey Network of Superintendents (NJNS), comprising 15 superintendents who work together to develop systemwide approaches to educational equity. Contrary to some parents’ expectations, placing more students into AP courses did not result in their being watered down nor in test score declines overall. All four districts reported success in increasing access without significantly affecting average scores. Nonetheless, challenges persist, including ensuring access to AP classes is and continues to be equitable.