Chapter 9: From Dialogue to Practitioner Research in Professional Development Schools: Being Intentional About Student Learning

This chapter describes a process by which Professional Development School participants analyze and assess student learning goals in meaningful and intentional ways. This process, inherent in the Critical Friends protocols, promotes dialogue among educators, facilitating the development of a learning community based on dialogue. Furthermore, we provide a synopsis of practitioner research that illustrates how the professional development school dialogues were extended and elaborated in order to respond to the issues of accountability and instability in teacher education.