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Category » Professional Learning- 1/1/09 - Julia Coffman
A User's Guide to Advocacy Evaluation Planning was developed for advocates, evaluators, and funders who want guidance on how to evaluate advocacy and policy change efforts. This tool takes users through four basic steps that generate the core elements of an advocacy evaluation plan, including what will be measured and how. The tool helps users: Identify how the evaluation will be used and who will use it to ensure the evaluation delivers the right kind of information when it is needed; Map... - 1/1/09 - Equity Alliance at ASU,
The focus of this webinar is Building Inclusive Schools and provides activities and tools to use in your school to engage others in creating environments where all students belong, are included, and are empowered. - 1/1/04 - National Center for Culturally Responsive Educational Systems,
Culturally responsive educational systems are grounded in the belief that culturally and linguistically diverse students can excel in academic endeavors. Leaders at all levels require knowledge of professional development design, the change process, research findings, data-supported decision making, and an array of leadership and communication skills and processes. Effective leadership development supports participants in accessing and applying culturally responsive practices. The academies... - 1/1/05 - National Center for Culturally Responsive Educational Systems,
Notice the number of times that data and evidence appear in NCCRESt’s principles. Saying that teachers, families and administrators need data to make decisions is one thing, understanding and using data well is another. In fact, few teachers and administrators have been educated in programs that have focused on making meaning from data and then using those analyses to guide school improvement and classroom instruction. This module is designed to help building leadership teams learn the... - 1/1/09 - Sally Nathenson-Mejia
We are a team of professors and instructors from the university working on a large scale PD initiative with teachers in the Denver metropolitan area who have English language learners as their students. From the university, Ruth Brancard, Mark Clarke, Alan Davis, Jennifer QuinnWilliams, Barbara Vaille and I head a group of experienced, qualified district instructors and coaches. The professional development we provide includes courses on effective teaching and assessment practices for... - 1/1/08 - National Center for Culturally Responsive Educational Systems,
Participants in this professional learning module will become familiar with the basic structures and features of culturally responsive RTI with a focus on ensuring that general education provides robust, high quality opportunities to learn for all students. Participants will also identify traditional attitudes related to what counts as evidence in research and practice, expand upon these views, and design interventions for their own pedagogy that take into account the role of culture in... - 1/1/09 - Fixsen, D. L., , Blase, K. A.
Stages of Implementation and stage-related work together with effective use of the Core Implementation Components are two key frameworks for creating an effective implementation infrastructure. We need to build, utilize, and evaluate implementation infrastructures and strategies if we are to achieve significant outcomes for consumers and communities. We must
learn how to implement well-researched programs and practices effectively on a national scale - 1/1/09 - Equity Alliance at ASU,, Kathleen King
Inclusive education, in policy and practice, rejects the exclusion and segregation of students, for ANY reason: gender, language, household income, sexual orientation, race, ethnicity, national origin, ability, or any dis/ability. Simultaneously, because of an active commitment to equity for all students, inclusive educational systems maximize the participation of all learners, by making learning opportunities relevant and high-quality. This is only achieved through the systemic exploration... - 1/1/09 - Fixsen, D. L., Blase, K.A., Horner, R., Sugai, G.
The purpose of this Brief is to define “Intensive Technical Assistance (ITA)” and briefly illustrate its use in education. - The IRIS Center,
Visit the IRIS Center for Training Enhancements for free online interactive resources that translate research about the education of students with disabilities into practice. Materials cover a wide variety of evidence based topics, including behavior, RTI, learning strategies, and progress monitoring. - 1/1/04 - National Institute for Urban School Improvement,
This professional learning module was developed by the National Institute for Urban School Improvement (NIUSI). The academies in this module promote inclusive systems and schools by coaching Building Leadership Team members in both leadership skills and team collaboration. - 1/1/07 - Towery, I., Rachel Oliveri, Calvin Gidney
This publication provides an overview of an intensive application of the National SEED Project (Seeking Educational Equity and Diversity). SEED is a peer-led, school-based, professional development project focused on making school climates, teaching methods, and curricula more gender-fair and multiculturally equitable. - 1/1/08 - National Professional Development Center on Inclusion,
This planning tool offers a conceptual framework developed by the National Professional Development Center on Inclusion (NPDCI) and can be used to plan and organize professional development in early childhood. - 1/1/08 - Karen Smith
During the last forty years, our understanding about how all children learn has grown enormously. Research has yielded new insights into how children and adolescents learn and what instructional approaches work best in particular contexts. At the same time, the learning demands for our entire country are higher than they have ever been. As learning demands grow, so does the need for teachers and administrators to stay current with new knowledge and new pedagogical practices. - 1/1/08 - National Professional Development Center on Inclusion,
This document provides references to support specific statements related to professional development in the early childhood field. - 1/1/09 - Rebeckah Winans
Ever walk into a classroom during a walkthrough or walk-by and immediately felt compelled to sit down? A masterful teacher has just engaged you! You already know the content; you can even guess what sub-objectives are about to be laid out in front of you – but because of the strategies being demonstrated– you must participate. This is rigorous learning; urgency at its best – and this is what professional developers must use to change teaching.
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