Transforming Teaching at Beech Avenue Elementary

In the vibrant community of Fontana, California, just east of Los Angeles, Beech Avenue Elementary reflects the rich diversity and resilience of its community. With 96.7% of students identifying as Hispanic, over a third being English learners, and 90% of students coming from low-income backgrounds, the school serves learners who face real challenges—and who also bring a deep desire to learn and succeed. This sense of determination fuels the teachers at Beech Avenue, who work tirelessly to close learning gaps and give every child the best possible chance to thrive. It’s in this environment in 2021 that Beech Avenue embarked on a professional learning transformation through the Teaching for Effective Learning (TEL) program.

NCEE designed TEL as a professional development initiative to help schools build a culture of continuous learning. It encourages teachers to engage in cycles of inquiry, reflect on their practices, and collaborate with colleagues to drive meaningful improvements in teaching and learning.

In Beech Avenue Elementary, what began as a hesitant step into new professional development has turned into a powerful force for change in the school’s culture, fostering a deeper sense of connection and shared responsibility among educators.

“I love working with my colleagues… I got to work really closely with other grade levels, which we didn’t often get to do before.” — Third Grade Teacher

At the heart of TEL is the idea that teachers are not isolated experts but part of a connected team, working together to improve their practice and ultimately benefit their students. For many teachers at Beech Avenue, this approach has been a game-changer. In a profession that can sometimes feel isolating, TEL has brought teachers together in meaningful ways, allowing them to collaborate across grade levels, share ideas, and tackle common challenges.

This kind of cross-grade collaboration helps teachers understand not just what’s happening in their classrooms but across the entire school, building a stronger and more cohesive learning environment for everyone.

“We realized it’s not a new curriculum, it’s not a different way to teach. It’s just actually refocusing on our own practices.” — Second Grade Teacher

Initially, some teachers were skeptical. Professional development in the past had often been short-lived or disconnected from their everyday realities. But TEL was different. As teachers saw their own inquiry projects take shape and drive real improvements, their attitudes shifted. TEL allowed them to examine their own teaching practices and refine their approach to instruction in a way that felt personal and purposeful.

Teachers began to take ownership of their professional growth. Inquiry projects gave them the opportunity to explore areas of teaching they were passionate about, while the collaborative nature of TEL fostered an environment of shared learning and support. As one fifth-grade teacher put it, “It’s not about doing what someone else says—we’re figuring out what works best for our students and ourselves.”

“The time that we were given to be able to plan and implement great lessons, and then talk about what happened in each other’s classrooms, really made all the difference.” — Third Grade Teacher

The positive effects of TEL have extended beyond individual classrooms. Teachers report feeling more confident and supported in their roles. With regular opportunities for collaboration, reflection, and peer feedback built into their schedules, teachers at Beech Avenue feel more empowered to lead their own learning.

Leadership within the school has played a critical role as well. Principal Michele Mower, a key advocate for TEL, has worked closely with teachers to ensure they have the time and resources needed to make the program a success. Her hands-on leadership has helped foster an environment where professional growth is not just encouraged but celebrated.

“TEL brought us together around a common goal. We’re no longer working in isolation—we’re building something together, and that’s changed everything.” — Fourth Grade Teacher

As Beech Avenue continues to implement TEL, the benefits to teachers’ professional lives are clear. A culture of trust, collaboration, and shared responsibility has taken root, improving not only the work environment for teachers but also their collective ability to make a lasting impact on students.Beech Avenue is proving that when teachers are given the tools, time, and support to collaborate and grow together, they can transform not only their own practice but the entire school community.

Read the full report of the TEL experience in Beech Avenue Elementary here.