Published from 2005 to 2013, this newsletter explores the challenges and rewards that teacher leaders, coaches, mentors, instructional specialists, lead teachers, and master teachers face.
Meet three English Language Learner specialists who are building the ESL expertise of their general education peers and expanding learning opportunities for students through a variety of co-teaching models. Such models not only increase collaboration and learning within a school, they also create leadership opportunities for teachers.
Teachers Teaching Teachers, February 2010, Vol. 5, No. 5
With the help of instructional coaches, teachers in Thompson School District (Colo.) examine a focused question around their own practices and invite peers to their classrooms to observe and collect data. This inquiry into specific instructional practices creates learning opportunities for all participants and contributes to a collaborative culture.
The $100 million in stimulus funds that Milwaukee Public Schools received helped the district's budget, even as state aid was cut. Of the stimulus money, 15% is allocated to professional development. Learn how the district added a Saturday learning option to assist teachers in meeting district goals.
A new instructional coach seized the opportunity to gather data about her performance at Rockwood School District (Eureka, Mo.) when she became part of a district committee to develop a formal evaluation instrument for coaches. Learn how data helped shaped her ongoing improvement.
An assessment of the competencies students will need to succeed in this changing world lead an Indiana middle school to transform instruction through professional development. Teachers and students alike experienced a shift as student-directed learning replaced one-size-fits all projects and memorization.
Principals and teachers have the largest discrepancy on this issue among all school conditions explored in the 2008 MetLife Survey of the American Teacher: Past, Present, and Future.
What can teachers do to create a climate of safety in their classroom that leads to higher levels of learning? These tips from Paula Denton of the Northeast Foundation for Children will help teachers find new ways to communicate to better meet classroom challenges.
NSDC has commissioned a three-year study of the status of teachers' professional learning in the United States. In the first phase of the study, Linda Darling-Hammond and a team of Stanford researchers report that high-performing countries have a markedly different system of allowing teachers time to collaborate to plan instruction and refine lessons. What can teachers in the U.S. do to reach the same levels? Joellen Killion suggests an answer.
When teachers at Granby High School in Granby, Conn., wanted to take their collaborative learning to a deeper level, they developed a process of observing one another teach, followed by a group discussion. Learn how the school tackled the scheduling challenges that allowed all teachers to observe another teacher once a month and see how the teachers refined their process the longer they practiced.
Teachers trained in nonverbal classroom management spend more time on content and less time on management. In this article, learn practical strategies for effectively using variations in voice, body language, and eye contact to best suit specific classroom situations.
Read how peer-to-peer professional learning strategies can transform teaching practice, as well as a school's culture, to improve student learning. Easton shares several examples of learning strategies along with an explanation of how meaningful professional learning communities further schools' goals for students.
Read about two kinds of coaching -- coaching heavy and coaching light -- and the differences they make to helping teachers improve the quality of instruction and student learning. Killion also provides a table with some common beliefs coaches hold and their potential side effects for teachers and students.
Educators have long encouraged parents to become more involved in schools. Recently, however, schools are finding that parents are more demanding and less respectful of educators. The differences between Baby Boomers and Gen X parents may be the cause and new teachers in particular are struggling.
The conventional wisdom says that certain teachers are more likely to be receptive to professional development than others are. For example, we expect elementary school educators to be less resistant to reforms and we expect those with higher levels of education to be more resistant. However, research doesn't always bear out our assumptions. Read what researchers have learned about teacher attitudes towards learning opportunities and explore implications for school-based leaders.
Teachers in the Camden County (Ga.) Schools get the most out of their test data through a series of steps designed to help them understand how to improve classroom instruction for student results.Read how instructional leaders can most effectively work with teachers in using data, with specific ideas for structuring data sessions and crafting action plans.
Increasing numbers of schools are educating students from families who are new to the United States. Visiting immigrant families in their homes provides a rich way to learn more about the families and their cultures and to discover ways to connect them to their new schools.
Information from research studies can provide valuable guidance to educators as they make decisions about their instructional practices. But finding and using research isn't always simple.
The authors offer practical advice on locating and interpreting research from a variety of sources. They also list key web sites that serve as starting points for tracking down credible research information.