How can we create and
sustain professional learning programs that actually lead to improved student achievement?
Not exact matches
This summer Mapp led her first
Program in
Professional Education (PPE) institute, «Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student
learning, and increasing the capacity of educators, families, and community members to develop and
sustain partnerships that improve student outcomes.
Advocating, nurturing, and
sustaining a school culture and instructional
program conducive to student
learning and staff
professional growth.
This webinar will explore the district's creative journey and its approaches to hands - on creative teaching and
learning activities, along with its long - standing commitment to the
professional development and creative leadership needed for
sustained program success.
Does the school employ a variety of collegial and
sustained professional development activities (e.g., mentoring relationships between new teachers and experienced teachers, high - quality teacher induction
programs,
professional development drawing on school - level expertise,
professional learning communities, collaboration among teachers, and relationships between teacher teams and social service support providers that serve students and families)?
Thus, sufficient time within a preparation
program (and beyond) is needed to build and
sustain a culture of ongoing,
professional learning among teacher leaders, such that teacher leaders can draw on their own experiences in promoting a similar culture among teachers with whom they work.
In her District Administration article «Sustainable
Professional Development,» Susan McLester includes substantial information about the creation of
learning communities and on - demand coaches that are available commercially to meet the needs of a district, especially a small one that may not have the level of expertise or the availability of personnel to provide the necessary coaching and support to help its teachers create and
sustain the new skills, practices,
programs and methodologies they want to implement.
Three areas of interest emerge from that research: teacher knowledge, skills and dispositions;
professional community (schools as a collective enterprise); and
program coherence (clear
learning goals
sustained over time).
This course is designed to provide an opportunity for participants to
learn how to advocate, nurture, and
sustain a school culture and instructional
program that is conducive to student
learning and staff
professional growth in a standards - based system of
learning.
The Ounce is supporting instructional leadership in school - and center - based
programs by helping leaders install systems of job - embedded
professional learning and engage teachers in
sustained supports for achieving instructional excellence and improvement.
Our courses and
programs are
sustained professional learning across months or years.
In 2015, following the publication of Leading Pre-K — 3
Learning Communities, NAESP developed the first nationwide blended professional learning program to provide principals and other leaders with a job - embedded, sustained, and on - going professional learning experience focused on mastering effective instructional leadership practices that are developmentally - appr
Learning Communities, NAESP developed the first nationwide blended
professional learning program to provide principals and other leaders with a job - embedded, sustained, and on - going professional learning experience focused on mastering effective instructional leadership practices that are developmentally - appr
learning program to provide principals and other leaders with a job - embedded,
sustained, and on - going
professional learning experience focused on mastering effective instructional leadership practices that are developmentally - appr
learning experience focused on mastering effective instructional leadership practices that are developmentally - appropriate.
principals who promote the success of all students by advocating, nurturing, and
sustaining a school culture and instructional
program conducive to student
learning and staff
professional growth, have the freedom to select a staff which supports and delivers the agreed upon educational
program; and