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...find it in research done more than 25 years ago by Bruce Joyce and Beverly Showers, authors of the book Student Achievement Through Staff Development (Association for Supervision and Curriculum Development, 2002), showing that a teacher's effort to transfer a newly learned skill into actual practice in the classroom will have varying degrees of success depending upon the extent to which the teacher "interacts" with the skill. If the teacher only hears about the theory behind the skill, there is a mere 5 to 10 percent chance the teacher will actually use that skill in the classroom. But if the teacher not only learns the theory but also sees a demonstration of the skill in action, practices it, and receives follow-up coaching and support from a respected peer, the chance of its being implemented increases to nearly 90 percent.

Naturally, the preferable approach is the one that succeeds more often, but it's also the one that requires more work. The most difficult part of the latter method is having the follow-up help available when the teacher needs it. North Carolina, as well as a number of other states, has put in place a model to provide that help and...

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