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France, Paul Emerich – Learning Professional, 2019
People often confuse personalization with individualization. They assume that the more distinct and separate learning is for each individual, the more personalized it will be. This type of thinking leads to a belief that teachers should learn only what they want to and when and where it's convenient. This article explains that author Paul France…
Descriptors: Individualized Instruction, Interests, Faculty Development, Communities of Practice
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Stevenson, Isobel – Learning Professional, 2017
The Connecticut Center for School Change has been working for several years to provide timely, effective, research-based coaching to principals, particularly those who are new to their role in relatively low-performing schools and districts. The Center has been studying their efforts with the help of an expert external evaluator, and the Center…
Descriptors: Principals, Coaching (Performance), Workshops, Educational Change
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Saphier, Jon – Learning Professional, 2017
According to new federal data, poor black and Hispanic children are becoming more and more isolated from their white affluent peers in public schools. The data show that the number of high-poverty schools serving students of color has doubled in recent years. And since the 1990s, progress narrowing the achievement gap has plateaued nationwide and…
Descriptors: Culturally Relevant Education, Equal Education, Educational Change, Expertise
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Jones, Joseph; Vari, T. J. – Learning Professional, 2017
The idea of conversations around performance reviews, and even more challenging improvement plans, is daunting. Even though the goal is to improve the employee's performance, difficult conversations don't automatically stimulate an environment and culture of continual growth. Establishing and systematizing professional dialogue in the workplace…
Descriptors: Feedback (Response), Interpersonal Communication, Reflection, Teacher Student Relationship