A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement 
This report confirms that the research continues to grow and build an ever-strengthening case that when schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.
Authors: Anne T. Henderson and Karen L. Mapp
Publication Date: 2002
Publisher: Southwest Educational Development Laboratory

A Successful Formula for Middle School Inclusion: Collaboration, Time, and Administrative Support
This report summarizes the results of a survey on attitudes toward inclusion, which was conducted in a middle school in a large school district. The survey was given prior to the beginning of the school year, and immediately prior to the implementation of full inclusion.
Authors: Susan Pitts Santoli, John Sachs, Elizabeth A. Romey, and Stephen McClurg
Publication Date: 2008
Publisher: RMLE Online: Research in Middle Level Education

A Summary of the Evidence on Inclusive Education
This research report identifies consistent evidence that inclusive educational settings can have substantial benefits for all students, because including a student with a disability requires teachers and school administrators to develop a better understanding of the individual strengths and needs of every student. 
Authors: Thomas Hehir, Todd Grindal, Brian Freeman, Renée Lamoreau, Yolanda Borquaye, and Samantha Burke
Publication Date: August 2016
Publisher: Abt Associates

Building Teacher Collaboration School-wide
This article discusses collaboration within three organizational models: common planning time, professional learning communities, and critical friends groups.
Authors: Micki M. Caskey and Jan Carpenter
Publication Date: October 2014
Publisher: Association for Middle Level Education

Coaching: A Strategy for Developing Instructional Capacity
This paper focuses on the knowledge and skill district leaders need to develop successful, systemwide approaches to coaching and the value to coaches, teachers, principals, and policymakers who can benefit from coaching.
Authors: Barbara Neufeld and Dana Roper
Publication Date: June 2003
Publisher: Education Matters and the Annenberg Institute for School Reform

Co-Planning Meeting Agenda Template
This is a template for a planning session for co-teachers. An example of the Co-Planning Meeting Agenda with variations of co-teaching is provided.
Publisher: William & Mary School of Education

Co-Teaching Beliefs to Support Inclusive Education: Survey of Relationships between General and Special Educators in Inclusive Classes
This study’s results suggest that Arizona general and special educators in co-teaching relationships hold more similar perceptions regarding belief and approaches to teaching and also personal characteristics needed for effect co-teaching relations than dissimilar.
Authors: Ida Malian and Erin McRae
Publication Date: Spring 2010
Publisher: Electronic Journal for Inclusive Education 

Co-Teaching and Team Teaching: Promising Opportunities for Supporting Novice Special Education Teachers Within the School Culture
This brief focuses on collaborative opportunities that can counteract the isolation of special education teachers and help teachers to work together on providing high-quality education for all students in the general classroom.
Publisher: National Center to Inform Policy and Practice in Special Education Professional Development

Collaborating for Success: The Vital Role of Content Teachers in Developing Disciplinary Literacy with Students in Grades 6–12
This report discusses how content teachers and ELA teachers can plan to address literacy standards in their own disciplines within integrated instructional units.
Publication Date: 2015
Publisher: International Reading Association

Collaboration: Closing the Effective Teaching Gap
This policy brief offers a powerful perspective on teaching effectiveness and teacher collaboration with evidence showing that when teachers are given time and tools to collaborate with their peers, they're more likely to teach
effectively and more likely to remain in the high-needs schools that need them most.
Authors: Barnett Berry, Alesha Daughtrey, and Alan Wieder
Publication Date: December 2009
Publisher: Center for Teaching Quality

Common Planning: A Linchpin Practice in Transforming Secondary Schools
This report elaborates the promise and challenges of Common Planning and offer recommendations for stronger, more widespread implementation and rigorous study.
Authors: Nettie Legters, Dia Adams, and Patrice Williams
Publisher: Academy for Educational Development

Communicating with Parents: Strategies for Teachers
This article presents a range of communication opportunities available to teachers, including the emerging use of technology. Barriers to effective communication are considered in conjunction with potential solutions.
Author: Susan Graham-Clay
Publisher: The School Community Journal

Connecting Principal Leadership, Teacher Collaboration, and Student Achievement
This study provides evidence of important links between shared instructional leadership, teacher collaboration, and student achievement. Implications for practitioners include encouraging leaders to focus on instruction in their schools and to support teachers’ shared leadership and their collaborative practices.
Authors: Yvonne L. Goddard, Robert Miller, Ross Larson, Roger Goddard, Jean Madsen, and Patricia Schroeder
Publication Date: Mat 2010
Publisher: Education Leadership Research Center at Texas A&M University

Considering Paraeducator Training, Roles, and Responsibilities
This article addresses ways that teachers can provide training so that paraeducators are qualified to perform services, as well as delineating the diverse roles and responsibilities that paraeducators hold.
Author: Diane Carroll
Publication Date: 2001
Publisher: Council for Exceptional Children

Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel Welcome
This article discusses how the classroom environment should do as much to foster cooperation and acceptance as the teaching methods that the teacher uses. Included is a number of methods to help teachers plan for and create a classroom that welcomes and supports all children.
Authors: Jessica L. Bucholz and Julie L. Sheffler
Publication Date: Spring 2009
Publisher: Electronic Journal for Inclusive Education

Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review
This review provides an overview of literature regarding effective practices for inclusion with a focus on critical components of successful inclusion that effectively engage students with disabilities in inclusive schools. 
Authors: Turki Alquraini and Dianne Gut 
Publication Date: 2012
Publisher: International Journal of Special Education

Dispelling the Myths of Inclusive Education
The purpose of this document is to share and dispel several common myths about inclusive education for students with disabilities.
Publication Date: Spring 2014
Publisher: TASH

Does Inclusion Help Students: Perspectives from Regular Education and Students with Disabilities
This study reported students with disabilities being highly motivated, fulfilled, focused, and successful both academically and socially when learning with students without disabilities. 
Authors: Bonnie Dupuis, Joyce W. Barclay, Sherwin D. Holmes, Morgan Platt, and Steven H. Shaha
Publication Date: Summer 2006
Publisher: Journal of the American Academy of Special Education Professionals

Educating Students with Learning Disabilities in Inclusive Classrooms
This study looks at the need for educators to make placement decisions considering the resources available in their school, in addition to the skill level of the students they work with, in order to make proper decisions regarding least restrictive environment. Doing so puts the student at the center of educational planning rather than ideological belief.
Author: Jeremy Ford
Publication Date: Fall/Winter 2013
Publisher: Electronic Journal for Inclusive Education

Effective Coaching: Improving Teacher Practice and Outcomes for All Learners 
This brief synthesizes research on coaching and offers a framework of effective coaching practices that are linked to improvements in teacher practice and learner outcomes. An appendix contains information about various coaching models commonly cited in research and applied in the field.
Author: Jennifer D. Pierce
Publisher: National Center for Systemic Improvement

Effective Inclusion Practices
This report summarizes five practices essential in successful inclusive environments that benefit students with and without disabilities. These strategies include assessing the whole child, performance-based assessments, and use of visuals, specifically graphic organizers, and collaboration. 
Author: M. Alyssa Barnes
Publication Date: Spring 2009
Publisher: Electronic Journal for Inclusive Education

Effective Teacher Professional Development
This paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. It identifies the features of these approaches and offers rich descriptions of these models.
Authors: Linda Darling-Hammond, Maria E. Hyler, and Madelyn Gardner
Publication Date: June 2017
Publisher: Learning Policy Institute

Engaging Families at the Secondary Level: What Schools Can Do to Support Family Involvement
This article discusses more inclusive family-school involvement strategies at the middle and high school level that successfully support teenage academic achievement.
Authors: Chris Ferguson and Victor Rodriguez
Publication Date: July 2005
Publisher: National Center for Family and Community Connections with Schools

ESSentials LogoESSentials: Digging into State Testing Data for Grades 4-8
This activity provides a global picture of how students are doing in general and identifies specific areas that need
improvement. The data will be used to guide collaborative team actions leading to increased student achievement.
Publication Date: April 2018
Publisher: Arizona Department of Education, Exceptional Student Services

Frequently Asked Questions About Inclusive Education
This document answers questions regarding inclusive practices in education.
Publication Date: 2015
Publisher: Stetson & Associates, Inc.

General Education and Special Education Teachers Collaborate to Support English Language Learners
with Learning Disabilities

This article suggests collaboration between general and special education teachers and other specialists to work together to provide appropriate learning experiences and research-based strategies for ELLs with LD. 
Author: Huong Tran Nguyen
Publication Date: Spring 2012
Publishers: Issues in Teacher Education

High-Quality Curricula and Team-Based Professional Learning: A Perfect Partnership for Equity
Three real-world examples illustrate how schools and school systems are working to support teachers to skillfully use high-quality, standards-aligned curricula, by providing teachers with the time and expertise to use those curricula well, with a focus on team-based, collaborative learning. 
Publication Date: 2018
Publisher: Learning Forward

Implementation Guide for Effective Coaching of Teachers
The purpose of this guide is to help practitioners systematically implement effective coaching practices.
Drawing on principles from Implementation Science, this guide outlines key questions to consider when using coaching as a pathway toward improving teaching and learning. The guide specifies actions that should be taken to appropriately structure the system in which coaching occurs.
Publication Date: June 2016
Publisher: National Center for Systemic Improvement 

Improving Teacher Effectiveness through Structured Collaboration: A Case Study of a Professional Learning Community
This article discusses case study results that demonstrated professional learning community activities of same-subject or same-grade teacher teams had the potential to achieve significant improvements in teaching effectiveness.
Author: Parry Graham
Publication Date: 2007
Publisher: National Middle School Association

Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group
This case study examined how members of a small group in a mainstreamed seventh grade science class interacted with and supported each other as they engaged in a problem-based learning (PBL) unit.
Authors: Brian R. Belland, Krista D. Glazewski, and Peggy A. Ertmer
Publication Date: 2009
Publisher: Research in Middle Level Education Online

Inclusion Professional Development Model and Regular Middle School Educators
These are the results of a study to determine the impact of a professional development model on regular education middle school teachers’ knowledge of best practices for teaching inclusive classes and attitudes toward teaching these classes.
Authors: Otelia Royster, Gary L. Reglin, and Nonofo Losike-Sedimo
Publisher: The Journal of At-Risk Issues

Just Feeling Like Part of a Team Increases Motivation on Challenging Tasks
This article discusses new research that finds just the sense of working together with others can dramatically increase motivation to complete difficult tasks, even when working alone.
Publication Date: February 2015
Publisher: Association for Psychological Science

Making Space: The Value of Teacher Collaboration
This research report examines the role of teacher collaboration in driving school improvement. The research study focuses on leader and teacher practices in urban schools recognized for exemplary progress in advancing the academic achievement of all students.
Publication Date: January 2014
Publisher: Rennie Center for Education Research & Policy

Maximizing the Impact of Teacher Collaboration
This article discusses structured professional collaboration that focuses on improved instruction benefiting both teachers and students. Five questions answer how teachers can keep their collaboration on track so that it contributes to the growth of a professional learning community in their school.
Publication Date: March 2007
Publisher: Center for Comprehensive School Reform and Improvement

Middle School Inclusion: Case Studies of Three General Education Teachers
This study examines how three middle school teachers included students with disabilities in their classrooms. Areas explored included preparation, training, and/or support; attitudes and beliefs; learning environment; planning; and types of adaptations.
Author: Megan Mackey
Publication Date: October 2012
Publisher: Northeastern Educational Research Association

One-to-One Paraprofessionals for Students With Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong? 
This article presents five main reasons that challenge overreliance on the use of one-to-one paraprofessionals in inclusive classrooms, establishing it as a critical issue in special education. A series of recommended positions and initial actions are offered to spur debate and encourage development of alternatives to the status quo.
Author: Michael F. Giangreco
Publication Date: February 2010
Publisher: American Association on Intellectual and Developmental Disabilities

Overview of the Research on Team Effectiveness
This summary on team effectiveness highlights key considerations for understanding team effectiveness and presents theoretical models that conceptualize team processes as the primary mechanisms for promoting team effectiveness.
Authors: National Research Council
Publication Date: July 2015
Publisher: National Academy Press

Paraeducators Perceptions of Their Roles in Inclusive Classrooms: A National Study of Paraeducators
This report discusses a national survey conducted to ascertain paraeducators perceptions regarding their roles with inclusive classes, collaboration with general and special education teachers, responsibilities within the classroom regarding instruction, other management of the daily routines, and their beliefs about teaching and training needs.
Author: Ida Malian
Publication Date: 2011
Publisher: Electronic Journal for Inclusive Education

Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement
This meta-analysis addresses the strength of the relation between parental involvement in education and achievement during middle school and the types of involvement that have the strongest positive relation with achievement.
Authors: Nancy E. Hill and Diana F. Tyson
Publication Date: 2009
Publisher: American Psychological Association

Position Statement on Training for Paraeducators in Special Education
This position paper discusses how to prepare paraprofessionals for their critical instructional role with implementing ongoing, competency‐based, systematically planned preservice and in-service professional development specifically targeted for paraeducators.
Authors: Denise J. Uitto, Ritu V. Chopra, and Janet Stivers
Publication Date: March 2017
Publisher: Council for Exceptional Children

Practice What You Teach: Connecting Curriculum & Professional Learning in Schools
This paper describes the research supporting improvement of teaching and advancement of student learning requires weaving together the curriculum that students engage with every day with the professional learning of teachers. It provides key takeaways for state, district, and school leaders.
Authors: Ross Wiener and Susan Pimentel
Publication Date: April 2017
Publisher: Aspen Institute 

Strong Teams, Strong School
This article discusses how effective teams strengthen leadership, improve teaching and learning, nurture relationships, increase job satisfaction, and provide a means for mentoring and supporting new teachers and administrators.
Author: Dennis Sparks
Publication Date: April 2013
Publisher: Learning Forward

Teacher and Students' Perceptions of a Modified Inclusion Classroom Environment
This study examines how modifying one fourth grade inclusion classroom impacted teacher and students’ perceptions of their learning environment.
Authors: Elizabeth Kirby Fullerton and Caroline Guardino
Publication Date: Winter 2010
Publisher: Electronic Journal for Inclusive Education

Teacher Collaboration In Perspective: A Discussion Guide for Teachers and Principals
This discussion guide provides questions teachers and principals can use to decide whether and how to collaborate and how to do so effectively. The guide can be used in a variety of settings, including in schoolwide or districtwide meetings for professional development, in teacher-in-service trainings, in faculty meetings, or in meetings with principals.
Publication Date: 2017
Publisher: Spencer Foundation and Public Agenda

Teacher Collaboration In Perspective: A Guide to Research
This research guide synthesizes research on teacher collaboration and how creating conditions for teachers to work more collaboratively might benefit students and teachers in their schools and districts. 
Publication Date: 2017
Publishers: Spencer Foundation and Public Agenda

Teacher-Teacher Collaboration
This report explores what actually should happen in collaboration and how collaboration can effectively lead to student achievement.
Authors: Maurice Miller and Robin Burden
Publication Date: 2007
Publisher: Electronic Journal for Inclusive Education

The Challenges of Inclusion and Collaboration: Understanding the Needs of Novice Special Education Teachers
Find out how administrators can help novice special education teachers address the challenges they face with inclusion, collaboration, and interactions with other adults.
Publication Date: 2010
Publisher: National Center to Inform Policy and Practice in Special Education Professional Development

The Effectiveness of the Co-Teaching Model: Literature Review
This report provides an overview of the literature surrounding co-teaching as a mode of instruction for children with and without disabilities and discusses best practices including research on its effectiveness.
Publication Date: March 2012
Publisher: Hanover Research

The Multiple Roles of School-Based Specialized Literacy Professionals
This research brief need for specialized literacy professionals to work collaboratively with students, teachers, school administrators, and community members to ensure achievement for all students.
Publication Date: 2015
Publisher: International Reading Association

The Prevalence of Collaboration Among American Teachers: National Findings from the American Teacher Panel
This report explores nationally represented data analysis focused on three particular aspects of teacher collaboration: the prevalence of opportunities, the frequency of collaboration activities, and the usefulness of collaboration experiences. 
Authors: William R. Johnston and Tiffany Tsai
Publication Date: 2018
Publisher: RAND Corporation

The Status of Programs and Practices in America’s Middle Schools
This report of the results from two 2009 national studies confirms that recommended middle level programs and practices can be effectively implemented and that when this occurs, results are positive and encouraging.
Authors: C. Kenneth McEwin and Melanie W. Greene
Publication Date: 2011
Publisher: Association for Middle Level Education

Using Co-Planning Time: Strategies for a Successful Co-Teaching Marriage
This article provides specific advice on how co-planning time can be effectively used to foster the necessary foundation for co-teaching success.
Authors: Lori Howard and Elizabeth A. Potts
Publication Date: March 2009
Publisher: Council for Exceptional Children

Vertical Teaming
This article explains how collaboration, cooperation, and communication of vertical teaming establish a coherent K-12 curriculum to help students navigate the transition between elementary, middle, and high school.
Author: Penny H. Kowal
Publication Date: August 2002
Publisher: National Middle School Association

When Teachers Believe, Students Achieve
This article discusses why collective efficacy is important, how collaborative teacher inquiry can enhance collective efficacy, and how school leaders can support educators’ engagement in the process.
Authors: Jenni Donohoo and Steven Katz 

Publication Date: December 2017
Publisher: Learning Forward