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Cormier, Christopher J.; Wong, Venus; McGrew, John H.; Ruble, Lisa A.; Worrell, Frank C. – Learning Professional, 2021
Teaching in K-12 schools is stressful, as educators know and research documents. Although all teachers experience stress, minoritized teachers of color often experience unique stressors. Common examples include being asked to translate for parents who do not speak English or function as the disciplinarian for students experiencing behavioral…
Descriptors: Elementary Secondary Education, Stress Variables, Teaching Conditions, Teacher Burnout
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Hirsch, Eric; Allison, Courtney – Learning Professional, 2020
Districts and states have worked around the clock for the past several months to put new structures in place for students to learn safely during an unprecedented crisis. Instructional materials matter for student success. They mattered before the COVID-19 crisis, and they will matter even more as schools transition into new teaching formats this…
Descriptors: Instructional Materials, Distance Education, Educational Quality, School Closing
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Learning Professional, 2020
This article presents a reflection tool--created by The New Teacher Project (TNTP) and Learning Forward--for shifting the cognitive load to students from teachers so that students are actively engaged, use critical thinking, and demonstrate understanding. Coaches, teacher leaders, and other professional learning leaders can use this tool in…
Descriptors: Thinking Skills, Problem Solving, Teaching Methods, Learner Engagement
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Chapman, Sue; Mitchell, Mary – Learning Professional, 2020
Peek into a math classroom, virtual or physical. What are students doing and saying about their math learning? Are they engaged? Are they thinking critically -- evaluating solutions, assessing their understanding, revising their strategies, explaining concepts, and connecting mathematics to real life? Helping all students become more self-directed…
Descriptors: Independent Study, Mathematics Instruction, Active Learning, Electronic Learning
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Wong, Kwok-Sze Richard – Learning Professional, 2020
The COVID-19 pandemic has increased already-high stress and anxiety levels among students. In addition to the health dangers of the virus, and the sense of worry and hopelessness some families are experiencing due to job losses, school closures have caused many students to lose a source of stability and support. All plans to support students, both…
Descriptors: Anxiety, Well Being, School Counselors, Coping
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Helmke, Sharron – Learning Professional, 2020
It is the start of another school year, but unlike any other in the careers of teachers. This year, teachers find themselves at the nexus of a widespread, months-old pandemic and racial trauma that is centuries old. Despite this trauma and the uncertainty of resolution, teachers are being asked to step into the actual or virtual classroom, greet…
Descriptors: Anxiety, Leadership, Teacher Administrator Relationship, COVID-19
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Gonzales, Crystal; Skarin, Renae – Learning Professional, 2019
There is substantial evidence documenting the impact of high-quality, educative learning materials on teacher practices and student learning, yet this evidence has not translated widely into more equitable learning opportunities for all students. English learners tend to have less access to intellectually rich, grade-level content and…
Descriptors: Instructional Materials, Student Needs, English Language Learners, Equal Education
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Apodaca, Rosita; Bernstein-Danis, Tabetha; Demartino, Sara – Learning Professional, 2019
Research shows that English learners are too often denied access to complex tasks that address grade-level standards. Teachers have expressed that they believe lack of English proficiency makes complex work impossible or that they fear frustrating students into withdrawal. This article presents how teachers can incorporate students' native…
Descriptors: English Language Learners, Teaching Methods, Native Language, Language of Instruction
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Gabriel, Rachael – Learning Professional, 2018
Classroom observations and the feedback they generate have great potential to support educator development, especially when compared with other components of teacher evaluation systems. Challenges to observation include: (1) The dual foci of teacher evaluation (accountability and development) cannot be addressed simultaneously; (2) Excellent…
Descriptors: Teacher Evaluation, Scoring Rubrics, Observation, Feedback (Response)
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Yoder, Nick; Nolan, Liz – Learning Professional, 2018
Many teachers and administrators recognize the importance of social and emotional development for student success but do not feel that they have the time or tools to support social and emotional learning (SEL). The American Institutes for Research developed the "Social and Emotional Learning Coaching Toolkit: Keeping SEL at the Center"…
Descriptors: Social Development, Emotional Development, Teaching Methods, Scoring Rubrics
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Brissenden-Smith, Kaytie; Moreno, Ana; Peloquin, Lisa; Radiloff, Judy; Wachtel, Jenna – Learning Professional, 2018
How can teachers move from working in isolation within ineffective systems to building thriving, collaborative teaching environments in which they are supported and inspired to work with their colleagues in communities focused on mutual professional growth? In the authors' work as early learning instructional coaches, they have witnessed the ways…
Descriptors: Faculty Development, Coaching (Performance), Early Childhood Education, Kindergarten
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Tweed, Anne; Arndt, Laura – Learning Professional, 2017
In spring 2014, education leaders from across Micronesia came together on the island of Guam to learn about underwater robotics and Marine Advanced Technology Education (MATE), a program based at Monterey Peninsula College in Monterey, California. Participants listened intently as they learned about building and participating in competitions with…
Descriptors: Robotics, STEM Education, Teaching Methods, Competition
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Learning Professional, 2017
Teacher expertise and insights are valuable resources untapped by most districts and states. That's why as new federal education laws with the Every Student Succeeds Act (ESSA) begin to be implemented, teachers need to seek and create opportunities to use their teacher agency in advocating for relevant and effective professional learning. And as…
Descriptors: Teacher Role, Teacher Participation, Participative Decision Making, Policy Formation
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Baker, David; Carter, Catherine; Hagan, Patricia; Hayles, Temple; Rhodes, Rychie; Smith, Karen – Learning Professional, 2017
The cognitive load that a teacher experiences is mind-numbing. To improve, a teacher must begin by reflecting on his or her work, but with the mountain of decisions, where does a teacher find time or have the capacity to notice the way in which students are interacting with lessons? In 2014, the St. Vrain Valley School District Office of…
Descriptors: Reflection, Video Technology, Coaching (Performance), Data
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Saphier, Jonathon – Learning Professional, 2017
Most worthwhile improvements in teaching practice are not simple, and the change process is complicated. It can also take a long time if it involves breaking long-established habits and modifying belief systems. Not only is adoption at scale difficult, but transfer into practice "at all" is often tricky, even with the best professional…
Descriptors: Secondary School Teachers, High Schools, Teacher Collaboration, Models