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Category: proFESSIONAL LEARNING

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    Good professional development in schools: How does leadership contribute?

    1/7/10 - Office for Standards in Education, Children’s Services and Skills

    This good practice report considers what makes continuing professional development work so well in successful schools. It identifies four key questions that effective school leaders regularly ask themselves about the quality of their arrangements for professional development. The report then sets out the key characteristics of good practice associated with the four areas and illustrates these to help all schools learn from the examples. It also identifies three barriers that confront schools.

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    Headsprout Early Reading

    1/30/09 - Institute of Education Sciences,

    The What Works Clearinghouse has released a review of the research on the effectiveness of the Headsprout Early Reading program.

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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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    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.

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    Just because I know how to dosen't mean I will

    1/16/09 - Robert Rueda

    When I was growing up, I ended up bedridden for a period of time. After endless days of watching cartoons, I was bored. Thankfully, a friend’s mother brought over a box of books which had been sitting in the attic which she had just cleaned out. I picked it up, and for the first time, was interested in reading without being required to. While I had the skill and knowledge to read, I had no reason or interest to do so.This example illustrates a neglected aspect of schools. Currently there...

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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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    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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    Professional Learning Communities: A Promising Practice for Integrating Novice Special Education Teachers into the School Culture

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

    Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community—the topic of this Brief—is a promising collaborative structure for engaging these novice teachers in the professional school culture.

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    RTI Ideas You Can Use

    1/1/10 - The IDEA Partnership

    Representatives of national organizations, who are engaged with their stakeholders on the issue of RTI, offer suggestions for sharing and dialogue based on the amount of time available to you. Additionally, suggested activities, materials, and resources were identified as possible valuable tools for your use.

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    Strengthening Partnerships Between Special Education Teacher Educators and Schools

    1/12/10 - Rosenberg, M. S., Brownell, M., McCray, E. D., deBettencourt, L. U., Leko, M., & Long, S.

    Special education preservice teachers benefit from participating in programs where there is a strong partnership between school district and university faculty. Learn more about two programs— Alternative Route Certification and Professional Development Schools—that offer promising opportunities for partnerships and what policymakers can do to support them.

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    The Challenge of Managing Roles: 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 in their first years 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 manage their complex and challenging roles.

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    The Challenges of Inclusion andCollaboration: 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 the challenges they face with inclusion, collaboration, and interactions with other adults.

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    The Linked Learning Approach: Building the Capacity of Teachers to Prepare Students for College and Careers

    1/8/10 - Meyer, L.

    This brief will highlight efforts in California to redesign the traditional training options available to high school teachers in an effort to align teacher education with high school reform efforts. The brief concludes with implications for federal policy.

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    The Reflective Principal

    1/1/06 - Gail McGregor & Christine Salisbury

    This booklet was developed as part of the activities of the Principal’s Project, a federally funded grant from the U.S. Department of Education, Office of Special Education Programs.The insights and strategies described in this booklet were derived from our direct involvement with principals in four states over a three year period. Our partnership with these principals involved gathering information to assist us in understanding the context, culture, and process of change in these...

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