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Showing 1 to 15 of 83 results Save | Export
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Holdheide, Lynn; Lachlan-Haché, Lisa – Learning Professional, 2019
In fall 2016, more than 50% of teachers in Kokomo, Indiana, were leaving the profession within their first three years. Within the district, low-performing schools in particular struggled to retain teachers. The costs of teacher attrition are high for districts. According to a report from the Learning Policy Institute, each teacher who leaves the…
Descriptors: Beginning Teachers, Expertise, Mentors, Teacher Persistence
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George, Melinda; Morgan, Nick; Foster, Elizabeth – Learning Professional, 2019
Many education stakeholders might grapple with some of these challenges in designing a new way to drive positive change in public education policy: (1) Implementing strategies that appear to hold promise but have never been scaled; (2) Maintaining the integrity of research-based interventions while addressing the need for contextual adaptation…
Descriptors: Networks, Educational Improvement, Science Instruction, Instructional Materials
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Murray, Liz – Learning Professional, 2019
Transitions are a part of life for all students, but particularly for students at Phoenix Charter Academy in Massachusetts. Phoenix students have persevered and shown resilience through challenges in school and in their personal lives that many of us cannot imagine. Students come to Phoenix with a wealth of strengths and assets, from strong work…
Descriptors: Trust (Psychology), Learner Engagement, Charter Schools, Coaching (Performance)
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Blank, Rolf K.; Moulding, Brett – Learning Professional, 2019
Since 2013, a majority of states have been working to implement new standards for K-12 science education that are based on the National Research Council's framework for science education and the Next Generation Science Standards. The new science standards emphasize deeper understanding of content in relation to practices and a three-dimensional…
Descriptors: State Standards, Elementary Secondary Education, Science Instruction, Teaching Methods
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Westfall, Jeanette – Learning Professional, 2019
In 2015, Liberty, (Missouri) Public Schools was updating resources for several content areas. Content consultant Diana Laufenberg, executive director of Inquiry Schools, had been working with secondary teachers to study options for the best and most current instructional practices in social studies. As teachers considered using online resources…
Descriptors: Science Instruction, Faculty Development, Instructional Materials, Educational Technology
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Van Soelen, Thomas M.; Kersey, Shannon N.; Chester, Charles; LeMoyne, Michael; Perkins, Rebecca Williams – Learning Professional, 2019
Shannon Kersey, principal of Alpharetta High School in Georgia and one of the authors of this article, believes in the benefits of building assistant principals' leadership capacity, not just for success in their current jobs but to support their eventual transition to principal. Three of her former assistant principals are now principals of…
Descriptors: High Schools, Principals, Career Change, Capacity Building
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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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Apodaca, Rosita; Bernstein-Danis, Tabetha; Demartino, Sara – Learning Professional, 2019
Research shows that English learners are too often denied access to complex tasks that address grade-level standards. Teachers have expressed that they believe lack of English proficiency makes complex work impossible or that they fear frustrating students into withdrawal. This article presents how teachers can incorporate students' native…
Descriptors: English Language Learners, Teaching Methods, Native Language, Language of Instruction
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Cucchiara, Maryann – Learning Professional, 2019
English learners are capable of doing the same demanding work and developing the same complex skills as their peers who are native speakers. Indeed, recent education policies have specified that all students should meet common college and career-ready standards. Yet many schools use an outdated and ineffective approach to educating English…
Descriptors: English Language Learners, Educational Practices, Academic Language, Second Language Instruction
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Curcio, Rachelle; Ascetta, Kate – Learning Professional, 2019
University-school partnerships can be a powerful mechanism for educator professional learning, but they have varying degrees of success. In South Carolina's School District 5 of Lexington and Richland Counties, superintendent Christina Melton wanted to make sure her district's partnership with the University of South Carolina would strategically…
Descriptors: Teacher Education, School Districts, Goal Orientation, Faculty Development
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Avins, Jeremy; Huttner, Nathan; Miller, Sherrill C. – Learning Professional, 2019
In 2016, the Wake County Public School System in North Carolina, the nation's 15th-largest school district, confronted two dilemmas common in U.S. education. First, a quality review had revealed weaknesses in its literacy curriculum. Although curriculum can have profound effects on student learning, not all curricula are rigorous and engaging…
Descriptors: Academic Achievement, Literacy Education, Public Schools, Language Arts
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Bishop, Beth; Breitenbucher, Amy; Sims, Andrea Lang; Montez, Stephanie; Swinehart-Arbogast, Christel – Learning Professional, 2019
The role of principal can be a very lonely one but when they engage in collaboration and collective inquiry, they can move their teachers and students forward. This article describes how five principals from five different elementary schools in Mesa Arizona came together to tackle some common challenges and strengthen their schools individually…
Descriptors: Teacher Collaboration, Communities of Practice, Principals, Public Schools
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Stoisch, Elizabeth Leisy; Forman, Michelle L.; Bocala, Candice – Learning Professional, 2019
More than a decade of research suggests that improving the quality of instruction and student learning requires leaders to set a vision for instruction, promote teacher learning around that vision, and foster organizational conditions for teacher collaboration and growth (Louis, Dretzke, & Wahlstrom, 2010). Yet designing professional learning…
Descriptors: Educational Quality, Teacher Collaboration, Faculty Development, Instructional Leadership
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Levine, Thomas H. – Learning Professional, 2019
Research supports the contention that professional learning communities (PLCs) are a "path to change in the classroom" (DuFour, 1997). Teachers treading this path, however, can encounter obstacles or plateau as a result of five common challenges: incoherence, insularity, unequal participation, congeniality, and privacy. Fortunately,…
Descriptors: Communities of Practice, Faculty Development, Self Evaluation (Individuals), Reflection
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