# Professional Culture ## expand\_more ## Articles, Chapters, Reports, and Working Papers Download 12 citations download- [BibTeX](/bibcite/export?pager_style=standard_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=71901&&&format=bibtex) - [EndNote X3 XML](/bibcite/export?pager_style=standard_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=71901&&&format=endnote8) - [EndNote 7 XML](/bibcite/export?pager_style=standard_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=71901&&&format=endnote7) - [Endnote tagged](/bibcite/export?pager_style=standard_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=71901&&&format=tagged) - [Marc](/bibcite/export?pager_style=standard_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=71901&&&format=marc) - [PubMedId](/bibcite/export?pager_style=standard_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=71901&&&format=pubmed_id) - [RIS](/bibcite/export?pager_style=standard_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=71901&&&format=ris) ### Working Paper Stefanie K. Reinhorn, Susan Moore Johnson, and Nicole S. Simon. 2015. “[Using Data To Drive Instruction: Teachers’ Experiences of Data Routines in Six High-Performing, High-Poverty, Urban Schools](http://projectngt.gse.harvard.edu/files/gse-projectngt/files/using_data_to_drive_instruction_.data_._july_2015.pdf?m=1465278773)” Stefanie K. Reinhorn, Susan Moore Johnson, and Nicole S. Simon. 2015. “[Using Data To Drive Instruction: Teachers’ Experiences of Data Routines in Six High-Performing, High-Poverty, Urban Schools](http://projectngt.gse.harvard.edu/files/gse-projectngt/files/using_data_to_drive_instruction_.data_._july_2015.pdf?m=1465278773)” - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfusing\_data\_to\_drive\_instr...](/sites/g/files/omnuum4506/files/gse-projectngt/files/using_data_to_drive_instruction_data_july_2015.pdf) This qualitative analysis of teachers’ experiences of school-level data routines is part of a larger, comparative case study, “Developing Human Capital Within Schools,” conducted by the Project on the Next Generation of Teachers. Within one city, we... - [ picture\_as\_pdfusing\_data\_to\_drive\_instr...](/sites/g/files/omnuum4506/files/gse-projectngt/files/using_data_to_drive_instruction_data_july_2015.pdf) ### 2019 Susan Moore Johnson. 2019. [Where Teachers Thrive: Organizing Schools for Success](/publications/where-teachers-thrive-organizing-schools-success). Cambridge, MA: Harvard Education Press Susan Moore Johnson. 2019. [Where Teachers Thrive: Organizing Schools for Success](/publications/where-teachers-thrive-organizing-schools-success). Cambridge, MA: Harvard Education Press - add\_circle do\_not\_disturb\_on Abstract *Where Teachers Thrive* is based on interview studies conducted in fourteen high-poverty, urban schools. It focuses on the context of teachers’ work, examining why some schools failed to make progress, while others achieved remarkable results. It explores... ### 2018 Susan Moore Johnson, Stefanie K. Reinhorn, and Nicole S. Simon. 2018. “[Ending Isolation: The Payoff of Teacher Teams in Successful High-Poverty Urban Schools](/publications/ending-isolation-payoff-teacher-teams-successful-high-poverty-urban-0)”. Teachers College Record, 120, 5, Pp. 1-46 Susan Moore Johnson, Stefanie K. Reinhorn, and Nicole S. Simon. 2018. “[Ending Isolation: The Payoff of Teacher Teams in Successful High-Poverty Urban Schools](/publications/ending-isolation-payoff-teacher-teams-successful-high-poverty-urban-0)”. Teachers College Record, 120, 5, Pp. 1-46 - add\_circle do\_not\_disturb\_on Abstract ***Background/Context:** Many urban schools today look to instructional teams as a means to decrease professional isolation, promote teachers’ ongoing development, and substantially reduce well-documented variation in teachers’ effectiveness across classrooms*... ### 2017 Megin Charner-Laird, Monica Ng, Susan Moore Johnson, Matthew K. Kraft, John P. Papay, and Stefanie K. Reinhorn. 2017. “[Gauging Goodness of Fit: Teachers’ Assessments of Their Instructional Teams](/publications/gauging-goodness-fit-teachers-assessments-their-instructional-teams)”. American Journal of Education, 123, Pp. 383-406 Megin Charner-Laird, Monica Ng, Susan Moore Johnson, Matthew K. Kraft, John P. Papay, and Stefanie K. Reinhorn. 2017. “[Gauging Goodness of Fit: Teachers’ Assessments of Their Instructional Teams](/publications/gauging-goodness-fit-teachers-assessments-their-instructional-teams)”. American Journal of Education, 123, Pp. 383-406 - add\_circle do\_not\_disturb\_on Abstract Teacher teams are increasingly common in urban schools. In this study, we an- alyze teachers’ responses to teams in six high-poverty schools. Teachers used two criteria to assess teams’ goodness of fit in meeting the demands of their work: whether their... ### 2016 Nicole S. Simon Susan Moore Johnson Stefanie K. Reinhorn. 2016. “[Teamwork: Time Well Spent](/publications/teamwork-time-well-spent-0)”. Educational Leadership, 78, 8, Pp. 24-29 Nicole S. Simon Susan Moore Johnson Stefanie K. Reinhorn. 2016. “[Teamwork: Time Well Spent](/publications/teamwork-time-well-spent-0)”. Educational Leadership, 78, 8, Pp. 24-29 ### 2015 Stefanie K. Reinhorn, Susan Moore Johnson, and Nicole S. Simon. 2015. “[Peer Observation: Supporting Professional Learning in Six High-Performing, High-Poverty, Urban Schools](http://projectngt.gse.harvard.edu/files/gse-projectngt/files/using_data_to_drive_instruction_.data_._july_2015.pdf?m=1465278860)” Stefanie K. Reinhorn, Susan Moore Johnson, and Nicole S. Simon. 2015. “[Peer Observation: Supporting Professional Learning in Six High-Performing, High-Poverty, Urban Schools](http://projectngt.gse.harvard.edu/files/gse-projectngt/files/using_data_to_drive_instruction_.data_._july_2015.pdf?m=1465278860)” - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfpeer\_observation\_july\_201...](/sites/g/files/omnuum4506/files/gse-projectngt/files/peer_observation_july_2015.pdf) This qualitative analysis of peer observation practices is part of a larger, comparative case study, “Developing Human Capital Within Schools,” conducted by the Project on the Next Generation of Teachers. Within one city, we interviewed 142 teachers and... - [ picture\_as\_pdfpeer\_observation\_july\_201...](/sites/g/files/omnuum4506/files/gse-projectngt/files/peer_observation_july_2015.pdf) ### 2014 Susan Moore Johnson, Stefanie K. Reinhorn, Megin Charner-Laird, Matthew A. Kraft, Monica Ng, and John P. Papay. 2014. “[Ready to Lead, But How? Teachers’ Experiences in High-Poverty Urban Schools](/publications/ready-lead-how-teachers-experiences-high-poverty-urban-schools)”. Teachers College Record, 116, 10, Pp. 1-50 Susan Moore Johnson, Stefanie K. Reinhorn, Megin Charner-Laird, Matthew A. Kraft, Monica Ng, and John P. Papay. 2014. “[Ready to Lead, But How? Teachers’ Experiences in High-Poverty Urban Schools](/publications/ready-lead-how-teachers-experiences-high-poverty-urban-schools)”. Teachers College Record, 116, 10, Pp. 1-50 - add\_circle do\_not\_disturb\_on Abstract ### Background/Context *Many strategies to improve failing urban schools rest on efforts to improve leadership within the school. Effective school-based leadership depends not only on the activities of the principal, but also on teachers’ efforts to address*... ### 2010 Susan M. Kardos and Susan Moore Johnson. 2010. “[New Teachers’ Experiences of Mentoring: The Good, the Bad, and the Inequity](/publications/new-teachers%E2%80%99-experiences-mentoring-good-bad-and-inequity)”. Journal of Educational Change, 11, 1, Pp. 23-44 Susan M. Kardos and Susan Moore Johnson. 2010. “[New Teachers’ Experiences of Mentoring: The Good, the Bad, and the Inequity](/publications/new-teachers%E2%80%99-experiences-mentoring-good-bad-and-inequity)”. Journal of Educational Change, 11, 1, Pp. 23-44 - add\_circle do\_not\_disturb\_on Abstract Using a sample of 374 randomly selected first- and second-year teachers in three states, this study examines new teachers’ experiences of official mentoring during their first year. Descriptive analyses reveal that experienced mentors are generally... ### 2007 Susan M. Kardos and Susan Moore Johnson. 2007. “[On Their Own and Presumed Expert: New Teachers’ Experiences With Their Colleagues](/publications/their-own-and-presumed-expert-new-teachers-experiences-their-colleagues)”. Teachers College Record, 109, 12 Susan M. Kardos and Susan Moore Johnson. 2007. “[On Their Own and Presumed Expert: New Teachers’ Experiences With Their Colleagues](/publications/their-own-and-presumed-expert-new-teachers-experiences-their-colleagues)”. Teachers College Record, 109, 12 - add\_circle do\_not\_disturb\_on Abstract ***Background/Context:** In order to develop effective strategies for retaining able and commit- ted teachers, it is important to understand how new teachers experience their work with their colleagues. A previous qualitative study conducted by the authors and*... ### 2004 Susan Moore Johnson, Susan M. Kardos, David Kauffman, Edward Liu, and Morgaen L. Donaldson. 2004. “[The Support Gap: New Teachers’ Early Experiences in High-Income and Low-Income Schools](/publications/support-gap-new-teachers-early-experiences-high-income-and-low-income)”. Education Policy Analysis Archives, 12, 61 Susan Moore Johnson, Susan M. Kardos, David Kauffman, Edward Liu, and Morgaen L. Donaldson. 2004. “[The Support Gap: New Teachers’ Early Experiences in High-Income and Low-Income Schools](/publications/support-gap-new-teachers-early-experiences-high-income-and-low-income)”. Education Policy Analysis Archives, 12, 61 - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](https://pdfs.semanticscholar.org/40b0/bc4c298286826c0d4e6b634ce5c47efaadb7.pdf) In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success... - [ descriptionPublisher's Version](https://pdfs.semanticscholar.org/40b0/bc4c298286826c0d4e6b634ce5c47efaadb7.pdf) ### 2002 Susan Moore Johnson and Susan M. Kardos. 2002. “[Keeping New Teachers in Mind](/publications/keeping-new-teachers-mind)”. Educational Leadership, 59(6), Pp. 12-16 Susan Moore Johnson and Susan M. Kardos. 2002. “[Keeping New Teachers in Mind](/publications/keeping-new-teachers-mind)”. Educational Leadership, 59(6), Pp. 12-16 - [ descriptionPublisher's Version](https://ascd.org/el/articles/keeping-new-teachers-in-mind) - [ descriptionPublisher's Version](https://ascd.org/el/articles/keeping-new-teachers-in-mind) ### 2001 Susan M. Kardos, Susan Moore Johnson, Heather G. Peske, David Kauffman, and Edward Liu. 2001. “[Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools](/publications/counting-colleagues-new-teachers-encounter-professional-cultures-their)”. Educational Administration Quarterly, 37, 2, Pp. 250-90 Susan M. Kardos, Susan Moore Johnson, Heather G. Peske, David Kauffman, and Edward Liu. 2001. “[Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools](/publications/counting-colleagues-new-teachers-encounter-professional-cultures-their)”. Educational Administration Quarterly, 37, 2, Pp. 250-90 - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](http://eaq.sagepub.com/cgi/content/abstract/37/2/250?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&author1=kardos&searchid=1114201899500_158&stored_search=&FIRSTINDEX=0&sortspec=relevance&journalcode=speaq) In "**Counting on colleagues: New teachers encounter the professional cultures of their schools**" by S. M. Kardos, S. M. Johnson, H. G. Peske, D. Kauffman, & E. Liu (*Educational Administration Quarterly*, April 2001), we use new entrants’ accounts to... - [ descriptionPublisher's Version](http://eaq.sagepub.com/cgi/content/abstract/37/2/250?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&author1=kardos&searchid=1114201899500_158&stored_search=&FIRSTINDEX=0&sortspec=relevance&journalcode=speaq)