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Bouffard, Suzanne – Learning Professional, 2019
Monica Higgins is the Kathleen McCartney Professor of Education Leadership at the Harvard Graduate School of Education (HGSE), where her research and teaching focus on leadership development and organizational change. Drawing on a background that combines organizational behavior, business, and education, she works with senior education leaders…
Descriptors: Leaders, Instructional Leadership, Leadership Training, Organizational Change
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Bouffard, Suzanne – Learning Professional, 2019
Delia Pompa's distinguished career in education policy has focused on the needs of immigrant students and English learners. She is a senior fellow for education policy at the Migration Policy Institute and was previously senior vice president for programs at the National Council of La Raza (now UnidosUS) and director of education for the…
Descriptors: English (Second Language), English Language Learners, Teacher Role, Faculty Development
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Bouffard, Suzanne – Learning Professional, 2019
Five experts were asked what it means to personalize learning for students and what role professional learning should play in these efforts. Reflective of the diversity in the field today, their responses reveal both commonalities and notable differences (for example, some see technology as central, while others believe personalization can happen…
Descriptors: Individualized Instruction, Technology Uses in Education, Faculty Development, Capacity Building
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Learning Professional, 2019
Stress is part of the job of a school leader. How can principals and other leaders manage the stress so they can be resilient and effective? This article shares advice on this topic from five experts. Tips include: (1) Balance urgency with purposeful action (Ayesha Farag, Principal of Williams Elementary School in Newton, Massachusetts); (2) Keep…
Descriptors: Principals, Instructional Leadership, Stress Management, Administrator Effectiveness
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Bouffard, Suzanne – Learning Professional, 2019
Des Moines (Iowa) Public Schools is one of six urban districts participating in an effort to redesign the role of principal supervisors. The Wallace Foundation's Principal Supervisor Initiative provides four years of support for these districts to transform the role, which has traditionally focused on operations and compliance, into one that…
Descriptors: Instructional Leadership, Urban Schools, Principals, Supervisors
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Chirichello, Michael; Neihof, James; Orr, Anthony; Cochran, J. Robin; Berry, Buddy; Livingood, Ron; Stafford, Robert – Learning Professional, 2018
A legacy of leadership is more than a bench, as demonstrated by six Kentucky school superintendents who share a common commitment to providing a resource for continuous professional learning for district superintendents. The six leaders met at the end of their doctorate of education program at Northern Kentucky University in May 2015 to contribute…
Descriptors: Superintendents, Success, Change Strategies, Strategic Planning
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Hammond, Zaretta – Learning Professional, 2018
Zaretta Hammond is a teacher educator, researcher, and consultant committed to supporting leaders, coaches, and teachers in integrating neuroscience with instruction, equity, and literacy. Her work is informed by her classroom experience, her time in organizations such as the National Equity Project, and her own research about how neuroscience and…
Descriptors: Culturally Relevant Education, Academic Standards, Difficulty Level, Teaching Methods
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Learning Professional, 2018
Meria Carstarphen, superintendent of Atlanta Public Schools, has nearly 20 years of experience in educational leadership, primarily in urban school districts. Her previous roles included superintendent in Austin, Texas, from 2009 to 2014 and administrator in St. Paul, Minnesota, and the District of Columbia. She serves as a commissioner and…
Descriptors: Instructional Leadership, Educational Administration, Urban Schools, Superintendents
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Foster, Elizabeth – Learning Professional, 2018
Professional learning strategies often rely on the belief that teaching and learning outcomes are best when teachers have a clear understanding of students' thinking. This may seem like common sense -- after all, students are active participants in the learning process, so their thinking impacts the outcome. But does research support the…
Descriptors: Learning Processes, Learning Strategies, Misconceptions, Thinking Skills
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Martin, James G. – Learning Professional, 2017
In recent years, there has been an increasing focus on professional learning structures for teaching and finding ways to embed this learning into the daily work of teachers. This is premised on the understanding that one-shot professional development yields little transfer or change of practice to ultimately impact student learning. But how has…
Descriptors: Coaching (Performance), Principals, Administrator Education, Professional Development