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PEBC’s publications are written to explain and share our work,
as well as to provide information, strategies, and practical tools
that will be helpful to educators, parents, and students.

Books by PEBC authors

PEBC’s professional development model is a nationally recognized approach to building the capacity of educators in schools to growing and maintaining quality instruction in the classroom. These books, written by PEBC staff and friends, describe and discuss this model and the strategies that support great teaching.


Over the years, PEBC has developed a national reputation as a reliable resource for information that has been researched and developed by practitioners and policy analysts to assist educators and policy-makers in their efforts to strengthen public schools and raise student achievement.

Research and Position Papers by PEBC Staff

If you would like a hard copy of any of these reports, please call the PEBC office at 303.861.8661.

Bringing Teacher Learning To Life

Courageous Teaching Using Peer Learning Labs to Elevate Efficacy

Teacher effectiveness remains the single most powerful influence on student achievement. To this end, educators need ongoing, rigorous learning opportunities to continuously hone their instructional practice. Real changes in instructional practice come about through professional development focused at the classroom level on student learning. Collegial conversations about classroom observations enable teachers to access ideas, uncover strategies, and identify resources. The Peer Learning Lab structure advances school based initiatives by creating opportunities for data collection and analysis, as participants study formative assessments and student work. Peer Learning Labs create a forum for the authentic learning teachers need to experience in order to grow their instructional practice.


Implementing Student Learning-Based Educator Evaluation Systems in Colorado

Colorado’s new educator evaluation system provides remarkable opportunities and complex challenges for school districts. This report reflects the initial considerations facing a metro Denver-area school district as district leaders embarked on the process of designing and piloting a new system. It is our hope that the report will benefit other districts undertaking the process of transitioning into an educator evaluation system that focuses on student learning and educator effectiveness.


Bridging Words and Worlds

In this document, published October 2010, PEBC lays out a six-part Framework of Effective Instruction for Culturally and Linguistically Diverse Learners (“CLDL Framework”) that names key components of the teaching practice and student learning that is most central for CLD students. The framework is built around enduring understandings both for teachers and for students: what is most important for them to understand in order to be most successful in their shared endeavor.


Thinking Strategies for Learners

A guide to PEBC’s professional development in reading, writing, mathematics, and information literacy. PEBC staff developers and lab classroom teachers have worked in classrooms to refine the content of our professional development model. They, along with countless teaching colleagues, school leaders and students, have broadened and deepened what it means to teach through a thinking lens. This platform was produced through the collaborative effort of many and represents our initial thinking, revised thinking, extended thinking.


The Time Is Now: Improving School Leadership

The work of school leaders has changed dramatically. Leaders working in public schools today are being asked to do what no system has ever before accomplished: ensure that each child, every day, in every school, achieves at high levels intellectually, socially and emotionally. This paper, published November, 2008, describes the context of current school leadership in K-12 public education, and presents PEBC’s Leadership Framework as an important way to reframe school leaders’ work.


From Surviving to Thriving: Strategies for Success in a High-Stakes Accountability System

This report, published in October 2006, describes the context of current high-stakes accountability systems in K-12 public education, offers frontline recommendations for challenging and improving the system, and outlines ways in which PEBC staff development can help teachers, schools and districts not just survive—but thrive—under the high-stakes accountability system.


Investing in the Next Generation: How Education Drives Colorado’s Economic Future

The quality of Colorado’s education system, from early childhood education through K-12 and higher education, is key to its economic future and the quality of life its citizens enjoy. This 2004 report provides a foundation for establishing Colorado’s commitment to public education as an essential investment in its future and the key to maintaining its economic advantages and prosperity.


Study guides to accompany PEBC books


Cultivating STEM Identities
Study Guide

The purpose of the book, Cultivating STEM Identities, is to deepen educators’ understandings of why STEM identity is important and how, through our behavior and pedagogy, we can elevate learners’ confidence and competence as mathematicians and scientists. The purpose of this study guide is to support educators in exploring the ideas in the text to design and facilitate engaging, effective and identity-enhancing STEM learning for all.


Developing Literate Mathematicians
Study Guide

The purpose of the book, Developing Literate Mathematicians, is to offer teachers a roadmap for integrating authentic disciplinary literacy learning into their mathematics instruction in service to content learning. The purpose of this study guide is to support educators in exploring the ideas in the text and integrating intentional literacy instruction frequently and deliberately into students’ mathematics learning experiences in order to deepen understanding.


Minds on Mathematics
Study Guide

The purpose of the book, Minds on Mathematics, is to offer teachers a road map to promoting and honoring all learners’ and their thinking as mathematicians. The purpose of this study guide is to inspire educators to dig deeply into the ideas of the text and to make thoughtful and sustainable changes to their instructional practice.


Science as Thinking
Study Guide

The purpose of the book, Science as Thinking, is to offer teachers insight about how they can adjust classroom instruction to consistently support students in thinking as scientists. The purpose of this study guide is to invite further individual or collective exploration of the topics addressed in the book in an effort to inspire teachers to adapt and reflect upon their instructional practice.


Advancing our mission through research, communications, and advocacy

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