Collaborative communities of teachers have great potential for bringing about improvements in teaching and learning. However, the authors found in their studies in Cincinnati and Philadelphia that simply creating a community structure is not enough to change practice significantly. District and school leaders must provide communities of instructional practice with the necessary structure, strategies, and support in order to help teachers hone their instructional craft knowledge. In addition, all members of school communities, not just teachers, must put their minds to fostering a culture of instructional improvement in which everyone learns.
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