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Category: coaching

  • pdf

    Culturally responsive coaching for inclusive schools: A guide to planning your LeadScape Coaching Dialogues

    1/13/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU

    "NIUSI-LeadScape coaching consists of a series of structured, one-on-one, interactions between a coach and coachee aimed at enhancing the coachee’s effectiveness in developing inclusive school practices. These interactions can be face to face, by telephone, or combined with team meetings as required. Coaching can be used to support teachers, support personnel, instructional leaders, or school principals as needed to reinforce inclusive practices. Coaching addresses multiple layers of...

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    An Introduction to LeadScape

    1/13/09 - Elaine Mulligan

    Presentation designed to give an overview of the LeadScape principals project inlcuding support for professional development, technical assistance, ongoing coaching, and web-based tools.

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    Co-Teaching and Team Teaching: Promising Opportunities for Supporting Novice Special Education Teachers Within the School Culture

    1/1/10 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

    A collaborative school context can support novice special education teachers. Co-teaching and team teaching represent collaborative opportunities that can counteract the historic isolation of special education teachers. Co-teaching and team teaching—the focus of this Brief—also have the potential for supporting novice teacher socialization in the school setting.

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    E-Mentoring: Is this Promising Approach to Novice Special Education Teacher Induction Right for Your District?

    1/29/10 - Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M.

    E-mentoring—the use of technology-based communication formats in which mentors and mentees interact—is emerging as a solution for supporting novice teachers, especially when they have limited access to inbuilding support. This Brief describes the possibilities of using e-mentoring with novice special education teachers.

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    Emerging Areas of Inquiry: Special Education Teacher Induction

    1/21/10 - Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M.

    General education induction has received substantial attention from policymakers, researchers, and school district practitioners. Yet, the literature base has been described as fragmented, with methodological problems that often make it difficult to draw clear implications. The special education induction literature base is even less developed. This Brief summarizes potential research areas that could help strengthen the special education induction knowledge base.

  • pdf

    Guide for Coaching Dialogues

    1/6/09 - Elaine Mulligan

    NIUSI-LeadScape coaching supports school leaders in their work to lead change, as well as serving as a model for school leaders to coach teachers and staff in implementing inclusive practices

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    How Administrators Can Help Novice Special Education Teachers Thrive: Induction Practices That Make a Difference

    1/1/10 - Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M.

    Increasingly, principals play an important role in new special education teacher induction. Although novice special education teachers benefit from the same types of support and induction that their general education colleagues receive, certain aspects of their experience require additional attention. This Brief summarizes what principals can do—including promising practices—to help novice special education teachers thrive.

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    Including Preservice Special Education Teachers in Professional Development: Schools Challenges and Possibilities

    1/29/10 - Rosenberg, M. S., Brownell, M., McCray, E. D., deBettencourt, L. U., Leko, M., & Long, S.

    Understanding what is involved in implementing special education teacher preparation in Professional Development Schools is important to crafting effective partnerships between school faculty and teacher educators. Learn more about developing partnerships that are responsive to these preservice teachers’ needs.

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    Induction: A Brief Introduction for Beginning Special Education Teachers

    1/12/10 - National Center to Inform Policy and Practice

    Research suggests that strong induction and mentoring programs help novice special education teachers succeed during their first years of teaching. Many school districts have formal and informal induction programs. Learn more about the features of strong induction support in this Brief.

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    Instructional Challenges: Understanding the Needs of Novice Special Education Teachers

    1/20/10 - Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M.

    Understanding the challenges that novice special education teachers encounter provides important information for administrators as they consider policies and procedures that support new teacher induction. Find out how administrators can help novice special education teachers address instructional challenges.

  • My Brother's Keeper: Obama Announces New Initiative Focused on Boys and Young Men of Color

    3/4/14 - Amos, Jason

    President Obama_MyBrothersKeeperObama launched a new initiative called “My Brother’s Keeper” at the White House on February 27 that will help boys and young men of color stay in school and find good jobs by focusing on key moments in their lives.

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    OSEP Personnel Development Program

    1/13/09 - Kozeski, Elizabeth B., Mulligan, Elaine

    This presentation overviews NIUSI-LeadScape, lessons learned, implementation and partnerhship highlights, and a tour of the LeadScape website for OSEP professional development.

  • Policy Features that Make a Difference: Improving Mentor Programs for Novice Special Education Teachers

    1/14/10 - Hirsch, E., Rorrer, A., Sindelar, P. T., Dawson, S. A., Heretick, J., & Jia, C. L.

    Most states have policies for new teacher induction and mentoring programs that districts use as a foundation when designing and implementing local programs. Although most state policies do not differentiate programs for novice special education teachers, there are particular aspects of their experience—discussed in this Brief—that may affect mentoring effectiveness.

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    Practical Functional Behavioral Assessment Training Manual for School-Based Personnel

    1/10/11 - Loman, S. & Borgmeier, C.

    This guide is designed to train school-based personnel with flexible roles in a school to conduct practical functional behavioral assessments (FBA).

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    Preparing Students for the Common Core State Standards in Writing

    7/22/13 - Education Northwest

    With all but a handful of states having adopted the Common Core State Standards (CCSS), schools and districts nationwide are now working to ensure effective implementation. The standards demand that all students have access to the high-quality instruction needed to meet college- and career-ready expectations. In writing, students must be able to demonstrate proficiency at their grade level in both the K–12 English Language Arts Standards and the Grade 6–12 Standards for Literacy in...

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    Principals Make a Difference: Recommendations for Strengthening Special Education Teacher Induction

    1/14/10 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

    Although novice special education teachers benefit from the same types of support and induction that their general education colleagues receive, certain aspects of their experience require additional attention. Find out what principals can do to help novice special education teachers thrive.

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