The report about issues of an empirical study mainly focuses on effects of two different strategies for teacher learning by comparison in self-managing schools: 1) Teacher trainings on methods for student learning, 2) goal-orientated teaching development in institutionalized teams. The main objective of this presentation is to examine interrelations between strategies for teaching development and effects on learning environments, teaching patterns in classrooms on one side and learning strategies and achieve-ments of students on the other side. On the school level the analyses consider impacts of leadership patterns, teacher cooperation and readiness for innovation and acting of steering groups. The schools of this research belong to a program for widening the autonomy of 280 primary and secondary schools in the German district of Nordrhine-Westfalia. The theoretical framework is related to the approach of learning organizations and to framework of a school quality model. The first assump¬tion is, that schools will show improvement, if systematical approaches of develop-ment strategies are used and change management through steering groups take place. The second assumption – with regard of a school quality model - draw focus on relationships between leader-ship patterns, professional cooperation of teachers and and effects on learning environments and student`s achievements. The findings are ready for transfer of knowledge as an attempt for improving evidence-based strategies of teacher development.

The study in primary and secondary schools is based on a longitudinal design with three measure points (2003/t1, 2005/t2 and 2007t3) and surveys by questionnaires of headmasters (n=278), teachers (n=2.750), students (n=7.500) in 84 chosen schools and student’s achievement tests in reading literacy and mathematics in 48 schools. The student’s survey includes real panel data from year 5 to year 9. In the study a lot of valid and reliable scales could be adapted or composed for measuring. The data presentation includes cluster analysis, mean comparison tests, multiple regression, structure equation model and multi-level analysis.

The issues will show that differential forms of teaching, quality of teaching behavior, classroom management and support for learning are depending on variables of a culture of a learning organization, but not especially on teacher trainings combined wih student training on learning methods. The culture of learning in classrooms is closely related to important factors of the organizational culture of school: readiness for innovation, instructional leadership, intenseness of teacher coope¬ration in institutionalized teams with patterns of professional learning communities. Beyond these results effects on achievements of students in reading literacy and mathematics and learning behavior and attitudes of students (school involvement, work behavior) are examined. Further results are expected in 1) relationships between patterns of change management through steering groups and school development strategies and 2) interrelations between the culture of school organization and change of teaching styles and learning environments.