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Tag: coaching

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    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...

  • Evaluation of Quality Teaching for English Learners (QTEL) Professional Development

    1/1/12 - Bos, J.M., Sanchez, R.C., Tseng, F., Rayyes, N., Ortiz, L., and Sinicrope, C.

    English language proficiency is critical to academic achievement in the United States. For several decades, educators and policymakers have explored strategies to ensure that English language learner students have access to rigorous academic content as much as non–English language learner students. Educating English language learner students is a challenge that has become a civil rights issue and a topic of federal legislation. In 1968, Congress passed the Bilingual Education Act...

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    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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    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.

  • Can Technology Narrow the Black-White Achievement Gap?

    1/1/05 - Beglau, Monica M.

    The significant gains that have been made in the achievement of African-American students in Missouri may be the result of a collaborative education program called enhancing Missouri's Instructional Networked Teaching Strategies (eMINTS), which uses technology to make a difference in student achievement. Focusing on the expectation that all students can attain higher performance levels, eMINTS includes mechanisms for increasing quality parental involvement and provides teachers with...

  • Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice.

    1/1/95 - Gersten, R., Mowont, M., & Brengelman, S.
  • Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story

    1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

    This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

  • Closing the achievement gap with curriculum enrichment and differentiation: One school's story

    1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

    This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

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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.

  • Coaching as unreflective practice: Contrived collegiality or collaborative culture

    1/1/89 - Hargreaves, A., & Dawe, R.
  • Culturally Responsive Positive Behavioral Support Matters

    1/1/12 - Aydin Bal, Elizabeth B. Kozleski, Kathleen King Thorius,

    In this What Matters brief, we explore the critical role of addressing and supporting behavior and socialization in schools as educators, students, families, schools, and communities embrace the waves of diversity that surge through our schools and institutional systems.

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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.

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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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