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"Lab Class is a must have book for educators seeking to engage in effective, job-embedded, learner focused professional learning that will result in higher levels of learning not only for students, but educators as well."
"Lab Class is a professional learning structure to take learning walks to the next level. It provides a process to deepen inquiry and focus teacher observations and learning."
"An excellent model for effective, engaging and meaningful professional development. The Lab Class model embraces what we know to be effective strategies and methodologies in the classroom, and integrates those standards of learning into an exceptional model of professional development. It only makes sense that the strategies and methods effectively used in the classroom be transferred to methods of professional learning for the adult learner. Lab Class should be the new standard for professional development"
"Cranston draws on her rich experiences as a professional learning facilitator and presents a compelling case for conducting Lab Classes as a practical and viable approach for realizing positive changes in schools and classrooms. This resource provides everything needed to get started - including examples, templates, and tools for monitoring progress. For those looking to empower teachers by bringing the learning of teaching closer to the classroom, this resource will help you achieve your goals."
"Effective professional learning includes personalized, purposeful and precise actions that support educators to leverage their craft to positively impact student learning. Staff developers have come to realize that the most effective educator learning is that which is closest to the classroom … closest to the student. When educators learn from other educators in a classroom setting during “real time” teaching time with a skilled facilitator it is the ultimate educator learning experience. The Lab Class model provides that ultimate educator learning experience.
"Lab Class provided a structured experience that allowed the West Gate educators the opportunity to take control of our learning and that of our students. Our team used qualitative and quantitative data to determine the overall focus of our inquiry. As a team we designed and implemented the instruction, observed marker students as they experienced the learning, and reflected on our joint observations to explore possible next steps for instruction and teacher/student learning.