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Teacher book groups are gaining traction as a way for educators to reflect on ideas and create change in schools.

On media-center couches and at conference-room tables, downing Cokes and sipping coffee together, teachers around the country are cracking open books to get better at what they do鈥攁nd, often, relishing the experience.

The pairing of books and teachers might seem natural, but it has taken the convergence of at least two trends to move 鈥渂ook study鈥� far up the list of the way teachers spend their professional development time.

For one, many observers, including teachers themselves, feel that today鈥檚 teachers need continually to improve classroom skills to meet the challenges facing schools. For another, a growing chorus of educators believes that the most effective teacher training is done within schools, conducted among colleagues, and, above all, well integrated with teachers鈥� day-to-day work.

Enter book study鈥攅asily localized and collegial, and hugely adaptable. It is also relatively cheap at a time of rising costs and declining revenue.

鈥淢y district is finding teachers are already involved [in book groups],鈥� said Wendy A. Rothman, who introduced book study to her fellow kindergarten and 1st grade teachers at Wines Elementary School in Ann Arbor, Mich. 鈥淣ow, districts are moving toward using these book groups for professional development.鈥�

At her school, Rothman persuaded her colleagues to use part of their common planning time this semester to discuss by Irene C. Fountas and Gay Su Pinnell.

鈥淲hen I started reading it, I said, 鈥楾his is a secret I can鈥檛 keep to myself,鈥� 鈥� the kindergarten teacher recalled.

She and others said one beauty of book study is that, kept to small groups, it can foster new insights and change even the most guarded teachers. 鈥淭hey have their own private learning experience with their group,鈥� said Rothman, 鈥淸where] they don鈥檛 expect to be judged by colleagues and they hope to learn from them.鈥�

Changed by Books

In fact, teacher book study is not new. It has been used for years by principals to build awareness of directions for change in a nonthreatening manner, said Stephanie Hirsch, the executive director of the National Staff Development Council.

Once established, Hirsch said, the approach can help faculties make decisions about where they will put their energy and commitment. Books by Phillip C. Schlechty, such as , or Robert J. Marzano鈥檚 , for example, have paved the way for changes in practice.

Finally, book study alone can be used to 鈥減romote deeper understanding of concepts and actual transfer of ideas to practice,鈥� Hirsch said.

Natalie Elder, the principal of Hardy Elementary School in Chattanooga, Tenn., was so awed by the pertinence of consultant Ruby J. Payne鈥檚 message for her school that she started her first book study with Ms. Payne鈥檚 . Hardy鈥檚 50-member instructional staff discussed the book and a companion volume monthly over a year and a half.

Book study is now woven into the school鈥檚 professional development, which the 40,000-student district has seen as a lever for improvement at Hardy and eight other inner-city elementary schools.

At Salem Middle School in Cary, N.C., teacher teams have each taken up a title from a book list compiled by administrators, allowing the teams to address weaknesses but stick with common school goals, according to teacher William Ferriter.

As social studies and English teachers, members of Ferriter鈥檚 team were concerned that they were not collecting enough data on students鈥� mastery of more advanced skills in the required curriculum. So they settled on Richard J. Stiggins鈥� as their text. With parts of the book as a guide, this year the group broke each social studies standard into measurable parts and wrote assessments for each.

鈥淪ounds like an easy and logical task鈥攂ut it was one we鈥檇 never considered and never had the time to tackle!鈥� Ferriter wrote in an e-mail. 鈥淲e鈥檙e proud of what we have now鈥攁nd already have the next part planned鈥攔ewriting standards into kid-friendly language that starts with the phrase, 鈥業 can.鈥� 鈥�

Ferriter, a member of the Teacher Leaders Network, which fosters enlarged roles for teachers, said that the key to the success of book study at his school is that it is not an add-on to more central endeavors. 鈥淏ook study鈥攃ombined with regular [team] meetings鈥攊s the professional development in our building.鈥�

Teacher Inspired

One appeal of book study is that it lets teachers take the lead in informing colleagues and seize a moment in the life of a school.

That happened at Valley Middle School in Grand Forks, N.D., after teacher-mentor Laurie Stenehjem read by Ellin Oliver Keene and Susan Zimmerman, a book on reading comprehension. After some of its ideas helped an English teacher, that teacher organized a study group around the book and several related ones. This led to a similar districtwide effort and later an online course with Ms. Stenehjem as one of the teachers.

鈥淚 am a big believer in the need for both bottom-up and top-down change,鈥� the veteran teacher said. 鈥淏ook studies are wonderful because they build this bottom-up direction.鈥�

Some teachers prize book study, at least in part because it knits together staff members. 鈥淲e have really gotten to know each other as teachers and friends,鈥� Heather Ferris, a literacy teacher in the elementary grades at Portville Central School in rural Portville, N.Y., wrote in an e-mail. As a result, she added, 鈥測ou will see teachers more apt to share their ideas and questions about what they are teaching.鈥�

The Reading Life

While most of the books that show up as the subject of study seem to have to do with teaching practice or school reform, they can range more widely, with a variety of purposes.

At Chets Creek Elementary School in Jacksonville, Fla., for instance, the book-study program last year gave teachers a choice of seven books, fiction or memoir, all dealing with the lives of children as they cope with autism, poverty, divorce, abuse, and other realities of contemporary life. Dayle M. Timmons, a literacy coach at the school and a former state teacher of the year, wrote in an e-mail that the activity gives teachers a way to 鈥渓ive the life of a reader.鈥� In that spirit, the groups will discuss not only the books鈥� themes, but also the author鈥檚 craft, Ms. Timmons wrote in her blog.

While Chets Creek鈥檚 effort is required professional development, two high schools across the country from each other have found value in offering voluntary book groups to teachers who want to explore issues pertinent to the lives of teenagers. Sherry L. Annee, the science department chairwoman at Brebeuf Jesuit Preparatory School in Indianapolis, has introduced her school to two books that address the pressures on high-achieving high school students like the ones at Brebeuf: Edward Humes鈥� and by Alexandra Robbins. More than half the staff members have read and discussed the books, which also sparked student panels and a visit from Ms. Robbins.

Similarly, at Palo Alto High School in California, a group of teachers has tackled Beverly Daniel Tatum鈥檚 and Carol Dweck鈥檚 Mindset: The New Psychology of Success.

The book 鈥渋s informing our teaching in how we give feedback to students: praise for effort, leading to increased growth, rather than praising on what might seem to be innate qualities,鈥� Elizabeth Brimhall, who organized the project, said in an e-mail.