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A three-step program introduces teachers to student learning objectives, offers a focus lesson in a real-life classroom, and follows up with a facilitator-guided discussion.
From the director, By Stephanie Hirsh (Available to the public.)
Leader Voices: Principals reflect on the evolution of their leadership. More than a decade of school leadership research from The Wallace Foundation highlights not only the critical role of the principal but also the practices that effective school leaders undertake. Meet three successful school leaders and learn about their growth as leaders and how they […]
Pledge to change lives
Learning Forward’s 2012-13 e-learning series resumes in January with programs designed to strengthen leadership capacity of educators across all levels. Beginning Jan. 17, author and national school improvement consultant Linda Munger facilitates Building Capacity With School Leadership Teams, a five-week discussion of the school leadership team’s role in building capacity through job-embedded, school-centered professional learning. […]
Kenneth Salim on seizing opportunities to lead
Board members elected
Culture's influence on behavior doesn't stop at the classroom door. (Available to the public.)
From the editor, By Tracy Crow (Available to the public.)
In this expanded tool section, eight pages of IC maps outline the three key ideas of the Leadership standard and how they look in practice.
Professional development will not serve all educators well unless leaders at each level make professional learning their business, advocating for it individually and collectively.
National programs such as New Leaders and School Leaders Network have developed expertise in ways to combine videos of practices proven to drive student gains with critical self-reflection and job-embedded application.
The ideas, resources, and routines of the New Jersey Network of Superintendents combine with other factors to influence the instructional core in one district.
The Teach Plus T3 Initiative recruits, develops, and supports teams of high-performing teachers to teach and lead in low-performing schools and ultimately accelerate student learning.
For rural schools and districts struggling to meet the same standards as their urban and suburban counterparts, the key is to find and encourage teacher leaders who can use their expertise to help their school or district do more with less. (Available to the public.)
A report by The Wallace Foundation offers lessons on how to address weaknesses in leadership training: Be selective in recruiting candidates, build instructional leadership, involve states and districts, and support principals on the job. This article is sponsored by The Wallace Foundation. (Available to the public.)
Anthony Muhammad, author and school leadership expert, shares his strategies for leadership: Model learning, experiment with ideas, create a healthy culture, understand people and pedagogy, and embrace scholarship.
Meet three successful school leaders and learn about their growth as leaders and how they make professional learning a part of the everyday work of schools.
Connecting the Standards for Professional Learning, Principals and the Common Core
Global outlook, Steal these tools, Michigan teachers, Evaluation design, Framework for Australia's schools, Policies and practice, Teacher effectiveness
New teachers have unique professional learning needs and challenges. When leaders address those needs, they start teachers on a path of ongoing career development. This issue examines how to build systems of support that provide new teachers what they need for their first years in the classroom and well beyond.Read the remaining content with membership […]
This issue celebrates the 2022 revision of Standards for Professional Learning. It explains how and why the standards have been updated, provides examples of how educators at all levels are applying them to improve their work, and shares tools for implementing standards in your own context.
This issue celebrates the many ways coaches are helping schools thrive in challenging times, and highlights how leaders, colleagues, and learning opportunities can support their growth and success.
Collaboration and trust are essential to high-quality professional learning, so what happens when schools are mired in political and ideological tensions? This issue examines how to bridge divides and build community so all students can thrive.