Elisa MacDonald is the director of
teacher leader development for the Teach Plus T3 Initiative in Boston and author of The Skillful Team Leader: A Resource for Overcoming Hurdles to Professional Learning for Student Achievement (Corwin, 2013).
Although a process to select teacher leaders was likely a feature of leadership programs or teacher leader positions examined in most studies, few explored the effects of selection on
teacher leader development or teacher leader practice.
Claudine is a TOSA serving in the position of
Teacher Leader Development Director and is a member of her school district's Technology and STEAM committees.
I networked with organizations that gave me grants to support
teacher leader development.
As part of the reauthorization of the Higher Education Act, create
a Teacher Leader Development Program to provide grants for teacher leaders, including those in high - need schools, to receive professional development, training, and support that ultimately leads to a teacher leader credential.
Not exact matches
Their responses to one of those inquiries» about why it was important to educate Western Christians about
development» suggest that they see themselves as
leaders and
teachers of the donor constituency.
The United States also encouraged the use of more selective terror in which government
leaders,
teachers, health workers, land - reform promoters, and others associated with the
development of social programs of the government were targeted for assassination.
She has extensive experience in professional
development, supervision, evaluation, and intensive coaching for
teacher leaders, coaches, and novice
teachers.
It is easy to forget that
teachers take their work home with them most nights, and spend out of school hours liaising with parents and school
leaders, planning activities and taking professional
development courses outside of term time.
To achieve this, we are now working with groups from across the teaching, training and academic spheres, to identify what additional provisions may be required for
teachers at all stages of career
development; from initial
teacher training, to continuous professional
development and emerging senior
leaders.
After decades as
teachers, lecturers, and nationally recognized
leaders in education and child
development, Garry Cleveland Myers and Caroline Clark Myers created Highlights.
Attendees at today's kickoff included: City of Buffalo Mayor Byron Brown, Buffalo Public Schools Interim Superintendent Donald Ogilvie, SUNY Trustee Dr. Eunice Lewin, University at Buffalo President Dr. Satish K. Tripathi, SUNY Buffalo State President Dr. Katherine Conway - Turner, Erie Community College President Jack Quinn, Regional Economic
Development Council Co-Chair, businessman and developer Howard Zemsky, Staff Scientist Mwita Phelps of Life Technologies / Thermo Fisher Scientific, Director of the Buffalo and Erie County Public Libraries Mary Jean Jakubowski, Dr. Norma J. Nowak, Director of Science and Technology, UB's NYS Center of Excellence in Bioinformatics and Life Sciences, as well as a number of invited guests, including elected
leaders,
teachers and students.
She has participated in numerous professional
development opportunities to improve her astronomy teaching, including the National Optical Astronomy Observatory's (NOAO)
Teacher Leaders in Research Based Science Education Program where Ms. Sepulveda learned to bring authentic astronomy research into the classroom.
Creating early career
development opportunities for
teachers through a new framework that schools will follow, developed in partnership with
teachers, school
leaders and education experts; and
As a part of this professional
development, a team of
teachers is engaging with building
leaders, district
leaders, and other experts / thought
leaders to help shape the vision for teaching and learning in our classrooms.
28 - July 1 — Dropout prevention: Summer Leadership institute, sponsored by the National Dropout Prevention Center / Network, and the College of Health, Education, and Human
Development at Clemson University, for
teachers, administrators, counselors, educational policymakers, researchers, and business
leaders concerned about at - risk youth, at the Madren Conference Center at Clemson University in Clemson, S.C. Contact: John Peters, NDPC / N, 205 Martin St., Clemson, SC 29634; (864) 656-2599; fax: (864) 656-0136; e-mail: [email protected].
This
development worried the nation's
leaders, who believed that excellent
teachers were essential to high - caliber schools.
As a Professor of Global Education Leadership at Lamar University in Texas — the largest
teacher training university in United States — I also believe that
teachers and school
leaders should be rewarded for entering into professional
development, and my role as a Microsoft Professor of Advanced Learning Technology and an Apple Distinguished Educator allows me to do this.
It has been evident for some time that the Federal Government is keeping a close watch on
teachers and educational
leaders and that it has a preferred, if not popular view of the nature of
teacher preparation, professional
development and training.
This experience catapulted me into the awareness that in order to transform schools we'll need to pay a lot more attention to professional
development for
teachers and
leaders.
Working with school
leaders, new high - quality training opportunities will be developed to boost career progression and support the record number of
teachers in our schools to become
leaders in their field, including: extending on - the - job training and support for trainee and new
teachers to two years, so they get the best possible start to their career; and creating early career
development opportunities for
teachers through a new framework that schools will follow, developed in partnership with
teachers, school
leaders and education experts.
There are many fantastic resources and professional
development programs available to help
teachers and school
leaders get started with Digital Technologies.
«As a former Peace Corps volunteer in the Philippines, New York City
teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy
leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional
development of
teachers,» says Lecturer Sally Schwager, Learning and Teaching program director.
Geller: In order for
teachers to successfully implement the Common Core, school district
leaders must create a shared vision to provide comprehensive professional
development.
Whilst quality and accountability is essential to
teacher and principal
development, and the notion of professional standards is supported in principle, it is of concern to many educators that the complexity of professional growth,
development and training has been reduced to a set of basic competencies that may not truly reflect the complex nature of teaching, the principalship,
teacher education and the preparation of
teachers and educational
leaders for contemporary times and a challenging future.
Likewise, senior
leaders should be embedding regular opportunities for continuing professional
development (CPD) across the whole school, giving
teachers the skills and knowledge they need to teach today's children about the digital world appropriately and effectively.
In her synthesis of research on effective
teacher professional
development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing
teachers with opportunities to drive their own professional
development, allowing
teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school
leaders take an active role in developing professional learning, and maintaining momentum within schools.
Programs in Professional Education (PPE) is a series of intensive programs in professional
development that serve more than 2000
teachers, administrators, and other school
leaders each year.
By equipping yourself to become a great
leader, you can play a larger role in making highly effective practices the norm: such as improved
teacher collaboration, professional
development opportunities, behaviour management and monitoring student progress in meaningful ways.
AITSL's Professional Growth team supports
teachers and school leaders, systems and sectors, to implement the Australian Teacher Performance and Development Framework and the Australian Charter for Professional Learning of Teachers and School
teachers and school
leaders, systems and sectors, to implement the Australian Teacher Performance and Development Framework and the Australian Charter for Professional Learning of Teachers and School L
leaders, systems and sectors, to implement the Australian
Teacher Performance and
Development Framework and the Australian Charter for Professional Learning of
Teachers and School
Teachers and School
LeadersLeaders.
Teaching, Leadership, and School Change: A year after introducing us to the schoolwide PBL curriculum at Sammamish High,
teacher leader Adrienne Curtis Dickinson reviews how the school's seven key elements (more on this below) have played out in course design, professional
development, and student learning.
A former
teacher and principal, Barth is also the founder of The Principals» Center, a professional
development program based at HGSE for school principals, assistant principals, and other school
leaders.
This means a world of
teachers who lead and
leaders who teach, a world where school
leaders and
teachers have the POWER TO DECIDE how to spend their resources, how to build their programs and school culture, how to support their own professional
development, and — most importantly — about who gets the privilege of working alongside them.
Effects of
Teacher Professional
Development on Gains in Student Achievement: How Meta - Analysis Provides Scientific Evidence Useful to Education
Leaders (PDF).
They had scant time to serve
teachers as instructional
leaders and even less for their own professional growth and
development.
Teachers will gravitate to hard - to - staff urban campuses if they have a strong
leader, Peltier - Glaze told an audience at the recent Association of School Curriculum
Development (ASCD) conference.
So Yassine traveled to Michigan and observed classrooms in these three communities, interviewing
teachers, principals, and district
leaders of ELL youth about their performance, resource needs, and professional
development.
The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional
leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools —
developments that
teachers say makes their work more appealing.
The center will use the grant, announced this month, to develop educational resources for
teachers, disseminate information on curriculum
developments, and establish a national advisory board of early - adolescence experts and education
leaders.
We know that
teachers and school
leaders must understand the importance of children's cognitive and emotional
development and embrace it with a sense of urgency.
In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and
teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school
leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character
development).
There is much need for professional
development and leadership skills among South African principals, many who work double duty as school
leaders and
teachers each day among children who have been «infected» and «affected» by HIV / AIDS, Witten says.
The grant enabled six New York City elementary and middle schools to take advantage of WIDE's online and onsite professional
development courses for
teachers and school
leaders.
Each team
leader takes full responsibility for
teacher development and student learning in the team's subjects and grades.
Leadership: effective
teacher development requires
leaders who actively champion and prioritise it.
Once a school opens, the foundation provides professional
development opportunities to the growing network of KIPP
teachers, school
leaders, and support staff through content retreats and the weeklong KIPP School Summit.
With
development on the job that's built into most Opportunity Culture models, L.I.F.T.
leaders hope that many of these
teachers will excel and advance, too.
The
leader and inspiration for this
teacher study tour offered for professional
development credits is Dr. Mary Ann De Mello, Assistant School Superintendent in Hopkinton, MA who recently completed her doctoral dissertation titled: «The Impact of Study Tours in Developing Global - Mindedness Among PK - 12 Educators» (2011).
I saw this in research, class, and practice this year, and am more convinced than ever that we need strong
leaders in our schools who are deeply committed to the
development of their
teachers.
Education Redesign is an online professional
development program for school
leaders, education policymakers, K - 12
teachers, and those committed to helping all students achieve success.