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The article focuses on distinguishing between "coaching heavy" and "coaching light" to deepen professional practice and its impact. Topics include the conceptual differences and misconceptions about these coaching styles, the influence of coaches' beliefs on their practice, and the balance between comfort and challenge in effective coaching.

The article focuses on the importance of rigorously evaluating professional learning to determine its impact on student learning. It outlines eight steps of the evaluation process, including assessing evaluability, formulating evaluation questions, and constructing an evaluation framework, using a case study of math instruction improvement as an example and these steps involve examining program goals, outcomes, indicators of success, standards of success, theory of change, and logic model.

The article focuses on the importance of evaluating professional learning to ensure its effectiveness and impact on student success. Topics include the necessity of evaluation for assessing the quality of professional learning, addressing common misconceptions about its benefits, and outlining seven distinct purposes for evaluating professional learning, including problem identification, planning, and assessing its impact on students and social justice.

The article introduces Learning Forward's workbook, "Establishing Time for Professional Learning," which provides tools to help districts and schools increase collaborative learning time for educators and evaluate its effectiveness. It discusses the challenge of finding sufficient time for effective professional learning in education. It explains the use of the workbook in understanding beliefs about time and gathering staff perceptions about collaborative professional learning.

The article offers suggestions to manage the time spent on professional learning for both educators and students. It emphasizes the need to understand and optimize the use of time for effective professional learning, which includes collaborative learning formats and alignment with specific subject matter and student needs. It also stresses the educators' responsibility to advocate for the value of professional learning and ensuring that time is utilized effectively to benefit student success.

The article compares similarities between tugboats and instructional coaches in Kildeer Countryside School District 96 (KCSD 96), and mentions that coaches read and respond to need and progress of school and students. Topics discussed include student academic achievement impacted by coaching, power of coaching to ensure educator and student moving forward and levels of achievement for all students.

[ILLUSTRATION OMITTED] A new era in federal leadership is bringing increased attention to attracting and retaining talented classroom teachers. And for the first time in history, national leaders are providing […]

The article offers information on the mental models of coaches and proposes how coaches can overcome their limitations. Topics discussed include building relationships with and motivating and emotional supporting them, challenges are being patient to engage with the teachers, and transformative learning requires coaches to supports fluidity and flexibility.

The article offers information on the improvement of teaching through professional development. Topics discussed include research on professional development in K-12 U.S. schools; pedagogical approaches for professional development programs; and importance of factors such as motivation to learn and provider attributes.

A review of the article "The theoretical and empirical basis of teacher leadership: A review of the literature" by J. Wenner is presented.

The article discusses challenges in evaluating professional learning programs and ways of avoiding them. Evaluation of professional learning requires defined outcomes that delineate the expected changes in knowledge, attitudes, skills, aspirations and behaviors (KASAB). Evaluators should examine the merit, value and impact of the program. A pre-test-post-test or quasi-experimental design may be used for measuring the impact of particular approaches to professional learning.

The article discusses the results of a meta-analysis of 37 studies of teacher coaching which show the positive effects of coaching on teaching practice and student achievement. The study investigated elements of coaching program design associated with larger effects. Implementation challenges and potential opportunities for implementing cost-effective, high-quality professional coaching programs were also identified. INSET: WHAT THIS MEANS FOR PRACTITIONERS.

University faculty led a three-year initiative to integrate technology into instruction in two rural, high-poverty middle schools in the Southeast, which led to significant increases in end-of-grade assessment scores, particularly for African-American students in math and science. [ABSTRACT FROM AUTHOR]

The changing field of professional learning over the past 20 years has also led to changes in the role of central office director of professional learning. The authors outline the responsibilities and challenges of five core roles that fall within the portfolio of district learning leaders: learning system designer, program manager, coaching champion, facilitator, and change agent. The shifting roles and responsibilities reflect a move toward a school- and team-based, collaborative, personalized, just-in-time approach to professional learning aligned with educator performance and student outcome standards. [ABSTRACT FROM AUTHOR]

The article reflects on the study of implementation fidelity of principles of professional development content and processes associated with school reform instructional practice improvements that affect the degree of change in teacher practice. Propositions of the study include traditional workshop-style professional development, implementation fidelity measurement, and focus on specific teaching practices. The methodology, analysis, and results of the study are also presented.

The article discusses the required time in the implementation of new standards and other innovations to improving student achievement for teachers to plan, analyze, and revamp instruction. It notes that the process demands opportunities for teachers to engage in professional learning, feedback and coaching, and use the feedback to refine their practices. Also discussed is the use of effective professional learning that includes school- and classroom-based support with peers and experts.

The article highlights findings from the report "Beyond PD: Teacher Professional Learning in High-Performing Systems," a cross-case analysis of teacher professional learning practices in school systems in Singapore, China and Canada. Topics discussed include the culture of continuous professional learning in the high-performing schools, the role played by educational leaders in promoting professional learning and incorporation of professional learning in daily school life.

The article discusses how discourse patterns of teachers regarding student's learning in mathematics reflect beliefs and expectation of teacher about student learning and focuses on professional development as a vehicle for changing teacher thinking. Topics include explanatory sequential mixed methods design to answer the research questions, cognitive behaviors through which students learn to construct equal-sized parts and how teachers engage in discourse with one another.

The article offers information on the proliferation of online learning designs and challenges of professional learning leaders. Topics discussed include project of Learning Forward and the Australian Institute for Teaching and School Leadership, fundamentals of professional learning and theories, research, and models of adult learning theory.

As new technologies emerge to increase affordability, access, and appropriateness of professional learning, three commonly held myths are visible in current practices related to online learning. Each has significant implications for how state or provincial agencies, school systems, or schools support professional learning and how individual educators experience it. In addition, these myths have implications for vendors and providers of technology-supported professional learning. [ABSTRACT FROM AUTHOR]

The article reports that Learning Forward's Standards for Professional Learning are when adopted into policy or written into guidance statements, they help construct the essential pillars of success for every educator. It mentions that to ensure high-quality expectations for the continuous learning of the education workforce, leaders in schools and school systems use standards about professional learning to guide their decision about planning, design, and evaluation of professional learning.

The article discusses the multidimensional initiative in developing a comprehensive system of professional learning, adapted from the brief "Meet the Promise of Content Standards: Investing in Professional Learning" by Joellen Killion and Stephanie Hirsh.

The article discusses how educators use technology that will determine the degree to which it can influence their practice and results for students. The effective use of technology requires careful consideration and planning as individuals, districts, schools, and states strive to meet the demand for professional learning generated by Common Core standards. A range of critical attributes of technology, which enhances professional learning, has been discussed.

The article discusses on the need of educators in the U.S. to enhance their professional learning to boost their effectiveness. It states that everything is possible in education when student learning goals and educator performance standards are coordinated. It suggests that decisions about content and outcomes of professional learning are important to have effective professional learning.

The article offers information on investing in professional learning for increasing the performance of educator and results of student. It states that the Learning Forwards Standards for Professional Learning include resources standard, which focuses on the need to monitor, prioritize and coordinate resources for educator learning. It mentions several guiding principles for schools, including higher performance school systems, and reward contributions, performance and results.

The article discusses the impact of effective teaching on the academic, physical, and behavioral well-being of students. It mentions the effective professional learning program promotes and improve teaching effectiveness. Further it describes the possibilities available for teaching and learning program using innovative technology.

The article discusses the role of educators in professional learning. It is stated that educators play an active role in their continuous improvement and learning based on Standards for Professional Learning, and learning for educators leads to learning for students. According to studies, professional learning positively influences educator practice and teacher practice, and there is a relationship between leadership practices, teaching effectiveness, and student learning.

No school or system will succeed based on the leadership of a single hero leader. Deep change requires all parties to work collaboratively, and teacher leaders are vital to establishing a collaborative school culture. Explore Learning Forward's commitment to developing and supporting teacher leaders through the lens of several foundational principles. [ABSTRACT FROM AUTHOR]

The article discusses technological advancements in professional development particularly in teaching in the U.S. It notes that emerging technologies are necessary to enhance the teaching techniques and methodologies of educators in an attempt to improve student learning. Moreover, innovated educational materials could stimulate students and motivate them to perform better in school. This development has urged teachers to explore ways on how to integrate these technologies in their classrooms.

The article offers information on suggested techniques and procedures for conducting teacher classroom visits or lesson observations. It includes an invitation letter sample to request peers to observe a teaching session and a visit plan by the visiting and visited teachers including the purpose, lesson objectives, and required information. Furthermore, instructional method focus areas to be considered during the visit like teacher and student practices and classroom structure are presented.

When educators consider potential partnerships, they gain from thoughtfully examining several questions to assess how such opportunities will further their goals. In addition to calculating tangible and intangible costs and benefits, educators can anticipate the processes that will most effectively support the outcomes all partners desire. [ABSTRACT FROM AUTHOR]

The article offers information on the enhancing Missouri's Instructional Networked Teaching Strategies professional development program. Topics discussed include the effects of research based professional training on teaching practice and student achievements, interdisciplinary teaching, and learning within professional learning communities.

The article focuses on contribution of instructional rounds in communities of practice management. Topics discussed include instructional teacher leadership assists in provision of services for quality teaching; application of social network analysis for administration of teaching abilities; learning communities provides effective teaching abilities and experience of Superintendents in administration of teacher learning.

The article focuses on a study regarding development of intervention process related to science subject for English learners associated with fifth grade. Topics discussed include observation of science achievement through implementation of P-SELL curriculum, introduction of the curriculum with implementation of several strategies with release models of scaffolding, participation of teachers in professional development and illustration of several pedagogical practices adopted by teachers.

The article reports that changes in coaching study design focus on how features impact teacher practice. The researchers used a blocked randomized experiment to study the effects of one-to-one coaching on teacher practice. They pooled across all teachers in both cohorts and there was no effect of coaching on teacher practice. INSET: WHAT THIS MEANS FOR PRACTITIONERS.

Several national organizations partnered to determine how best to leverage state and local policies in strengthening professional learning. A careful examination of state and local policy language revealed key insights about the relationship between policies and professional learning and resulted in several recommendations for states and districts. [ABSTRACT FROM AUTHOR]

The article discusses the fundamental principles that guide the professional development of teachers and educators in the U.S. The article describes various methods related to the implementation of educational change and innovation and summarizes the primary principles underlying effective change. The principles include the psychological and causal effect of philosophical beliefs, the benefits of diversity, the responsibility of administrative leaders to implement school improvement programs, the clear articulation of the vision, and the benefits of teacher accountability and evaluation.

The article reports on professional learning. Professional learning particularly teacher professional learning is a continuum of experiences. It is used in understanding the relationship between cognitive learning and experiential learning. Its professional development includes university and college courses, district or regional workshops, and conferences. It has an approach called reform-oriented teacher professional development which is effective in changing teacher practices. Professional learning is also classified as macro and micro professional learning wherein macro learning is made up of cognitive learning occurrences while micro learning includes knowledge and skills that support cognitive learning.

An excerpt from "The Learning Educator: A New Era for Professional Learning," by the National Staff Development Council is presented.

The article presents a list of 10 leadership roles which can be taken up by teachers, including curriculum specialist, mentor, and data coach.

The article focuses on the importance of an educational support system to ensure the students achievement in the U.S. The contribution of the cultural professional collaboration of the coaches, the school-based staff developer, help the students to reach their academic goals. Professional associations including the National Staff Development Council and content-area associations, dealt responsibility to guide the success of the coaches. It is stated that the success of coaches depend on the key stakeholders.

The article discusses the elements to help school leaders ensure the success of a coaching program. Topics covered include the importance of a defined purpose and goal for the program and a clear role for a coaching champion. Also mentioned are the necessary preparation and ongoing professional learning needed by coaches in order to succeed.

Focuses on the eight steps which are involved in the evaluation of staff development. Need for assessment of evaluability of the staff development program; Formulation of evaluation questions; Dissemination of findings of the evaluation. INSET: Dancing to the same tune..

The article discusses higher student achievement with integration of the An Inquiry Approach science curriculum with professional learning. Topics discussed include an overview of the An Inquiry Approach educative curriculum for high school science, findings of a research that looked into the impact of the integration on student learning. Also mentioned is the methodology used and limitations associated in the research.

The article focuses on a study funded by the U.S. Institute of Education Sciences through the U.S. Department of Education for analyzing the impact of education techniques on students achievement. Various topics discussed includes perception of teachers on changed leadership techniques, evaluation of Balanced Leadership program and Michigan Educational Assessment Program (MEAP).

The article focuses on a study that examined teacher collaboration practices in 336 Miami-Dade Public Schools between 2010 and 2012 and involved over 9,000 teachers. Two types of data involved in the study including teacher survey data and district and administrative data. Results of this study suggest that teacher collaboration has positive effects on teachers and their students.

The article focuses on a study on how coaches and professional learning communities influence teachers respond to data and how they use data to change delivery of instruction. Researchers draw on the concepts of vertical and horizontal expertise to find how coaches and professional learning communities mediate change. The vertical expertise is an individual's knowledge and skill.

The article focuses on a cross-national empirical study conducted by researchers using 4th- and 8th-grade mathematics data from 2003,2007, and 2011 Third International Mathematics and Science Study (TIMSS) assessments to examine teacher participation in professional development and its impact on student achievement in the U.S. It is stated that the six areas of professional learning in mathematics is the focus of the study.