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Showing 1 to 15 of 21 results Save | Export
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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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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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Bryan, Chris; Kaylor, Brenda – Learning Professional, 2018
While working with schools and districts across Canada, the authors have found there is a strong expectation that collaborative teams will improve student learning. Many districts also expect instructional coaches to be a part of these teams, although there is much confusion about what roles they should play within a team. Developing collective…
Descriptors: Foreign Countries, Teacher Collaboration, Coaching (Performance), Role
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Chapman, Sue; Mitchell, Mary – Learning Professional, 2018
It is important for mathematics teachers to see themselves as mathematics learners and to see mathematics as comprehensible, purposeful, and fun. A teacher's mindset influences many aspects of teaching and learning, including the learning tasks they offer, the ways in which they orchestrate classroom discourse, their response to mistakes, and…
Descriptors: Mathematics Instruction, Teaching Methods, Mathematics Teachers, Teacher Attitudes
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Micheaux, Donna J.; Parvin, Jennifer L. – Learning Professional, 2018
Principal evaluation systems without explicit and aligned professional learning simply re-create a system of compliance and fail to improve leadership capacity. Given the complexity of the role of today's principals, they must learn a new set of skills and knowledge to create innovative learning environments. To use principal evaluation as a tool…
Descriptors: Principals, Administrator Evaluation, Leadership Qualities, Supervisors
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Yoder, Nick; Nolan, Liz – Learning Professional, 2018
Many teachers and administrators recognize the importance of social and emotional development for student success but do not feel that they have the time or tools to support social and emotional learning (SEL). The American Institutes for Research developed the "Social and Emotional Learning Coaching Toolkit: Keeping SEL at the Center"…
Descriptors: Social Development, Emotional Development, Teaching Methods, Scoring Rubrics
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Foster, Elizabeth – Learning Professional, 2018
The meta-analysis addressed three research questions: (1) What is the causal effect of teacher coaching programs on classroom instruction and student achievement?; (2) Are specific coaching program design elements associated with larger effects?; and (3) Do changes in teacher practice from coaching programs translate into improvements in student…
Descriptors: Coaching (Performance), Educational Practices, Academic Achievement, Outcomes of Education
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Brissenden-Smith, Kaytie; Moreno, Ana; Peloquin, Lisa; Radiloff, Judy; Wachtel, Jenna – Learning Professional, 2018
How can teachers move from working in isolation within ineffective systems to building thriving, collaborative teaching environments in which they are supported and inspired to work with their colleagues in communities focused on mutual professional growth? In the authors' work as early learning instructional coaches, they have witnessed the ways…
Descriptors: Faculty Development, Coaching (Performance), Early Childhood Education, Kindergarten
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Garland, Allison – Learning Professional, 2018
After 12 years as a building administrator, the author became Executive Director of School Leadership in Littleton Elementary School District #65, Avondale, Arizona. The district created this position to focus on the professional and personal growth of building leaders while ensuring district initiatives were implemented with fidelity. The…
Descriptors: Professional Development, Principals, School Districts, Administrator Responsibility
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Baker, Jill A.; Bloom, Gary S. – Learning Professional, 2017
Many principal supervisors in the United States work in relative isolation and experience no professional development designed to support them. Over the past four years, the role of principal supervisor in Long Beach Unified School District in California has shifted from compliance and at-a-distance supervision practices to a deeply rooted…
Descriptors: Principals, Problem Solving, Management Development, Capacity Building
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Killion, Joellen – Learning Professional, 2017
In each issue of "The Learning Professional," Joellen Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes. In this issue, Killion explores the study presented in "The Effect of Teacher Coaching on Instruction and Achievement: A…
Descriptors: Meta Analysis, Coaching (Performance), Teacher Effectiveness, Faculty Development
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Reitz, Diane; Hall, Gene E. – Learning Professional, 2017
Challenges inherent to increasing student literacy are well-documented particularly in under performing schools. Those challenges increase in schools experiencing high staff turnover, high populations of English language learners, and greater poverty. In order to improve student learning in these communities there needs to be a comprehensive…
Descriptors: Literacy, Program Improvement, Coaching (Performance), Elementary Secondary Education
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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
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Stevenson, Isobel – Learning Professional, 2017
The Connecticut Center for School Change has been working for several years to provide timely, effective, research-based coaching to principals, particularly those who are new to their role in relatively low-performing schools and districts. The Center has been studying their efforts with the help of an expert external evaluator, and the Center…
Descriptors: Principals, Coaching (Performance), Workshops, Educational Change
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Archer, Jeff; Cantrell, Steve; Holtzman, Steven L.; Joe, Jilliam; Tocci, Cynthia M.; Wood, Jess – Learning Professional, 2017
Classroom observation has changed dramatically in recent years. Trivial checklists have given way to research-based rubrics that describe important aspects of teaching and, for each aspect, explain the difference between more and less effective practice. Instead of asking if the lesson objective was posted, these new instruments typically ask to…
Descriptors: Teacher Effectiveness, Scoring Rubrics, Academic Achievement, Decision Making
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