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Showing 61 to 75 of 304 results Save | Export
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Bouffard, Suzanne – Learning Professional, 2021
For 20 years, Prime Time Palm Beach County, a nonprofit organization in Florida, has supported local out-of-school time programs with professional learning, capacity building, and other resources. One of the organization's most popular and longest-running professional learning offerings is called Bringing Yourself to Work, which helps…
Descriptors: Social Emotional Learning, Nonprofit Organizations, Alignment (Education), After School Programs
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Learning Professional, 2021
Adequate resources are essential for professional learning to achieve desired outcomes for educators and students. Time is one of the most valuable resources for learning, but it is also one of the greatest resource challenges for education leaders, especially in the U.S. In the recent book "The Learning Principal," authors Kay Psencik,…
Descriptors: Faculty Development, Principals, Administrator Responsibility, Leadership Styles
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Bailey, James A.; Weiner, Randy – Learning Professional, 2021
Educators are dealing with tremendous amounts of stress, experiencing burnout, and feeling a lack of efficacy, due to the COVID-19 pandemic, racism, and ongoing threats to their autonomy as professionals. Despite their desire to help, school leaders have been caught short on how to provide the support teachers need. It doesn't have to be this way.…
Descriptors: Leadership Styles, Stress Variables, Leadership Responsibility, Social Support Groups
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Cutt, Andrea Hyatt; Miller, Dave; Borasi, Raffaella; Borys, Zenon – Learning Professional, 2021
The COVID-19 pandemic found many K-12 school leaders unprepared to deal with the magnitude and duration of this emergency. Dealing with sustained crises is not sufficiently addressed in most K-12 leadership programs, nor in the National Educational Leadership Preparation (NELP) standards (NPBEA, 2018). What can be done to better prepare leaders…
Descriptors: Elementary Secondary Education, Emergency Programs, Crisis Management, Leadership Responsibility
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Abrams, Jennifer – Learning Professional, 2021
While the concept of being a professional prominently features in teaching standards worldwide, as a profession teachers do not devote much time to the study of what it takes to be one. In schools, the idea of defining, and then supporting, the emotional and psychological development required to be a professional remains on the periphery -- it is…
Descriptors: Professional Development, Job Skills, Skill Development, Professional Identity
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Weaver, Shatera – Learning Professional, 2021
In her essay "Homeplace," social activist and author bell hooks defines a homeplace as a space where Black people are able to "recover our wholeness" and "where we can be affirmed in our minds and hearts … where we could restore ourselves the dignity denied us on the outside in the public world" (hooks, 1990). As dean…
Descriptors: Social Emotional Learning, Educational Environment, Equal Education, African American Students
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Learning Professional, 2021
The COVID-19 pandemic has caused enormous stress and trauma for students and educators, exacerbating existing needs for mental health support and underscoring the importance of social and emotional learning. With the new school year on the horizon, it is vital for educators to consider the social and emotional needs of students and staff as some…
Descriptors: Social Emotional Learning, Resistance (Psychology), Teaching Methods, COVID-19
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Baron, Wendy E.; Costa, Arthur L.; Garmston, Robert J. – Learning Professional, 2021
The COVID-19 pandemic is a reminder that schools are complex systems in which everything affects everything else and that more important than materials and schedules are energy, commitment, and community. New priorities emerge, with the mental and physical health of every student and educator being the most important. Chaotic and volatile…
Descriptors: Crisis Management, Altruism, Instructional Leadership, School Culture
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Bowman, Michelle – Learning Professional, 2021
In March 2020, emergency school closings as a result of the COVID-19 pandemic initiated a sudden widespread use of virtual learning and brought new challenges that affected teaching and learning across multiple contexts. The complex change caused school district leaders to make plans to reinvent and reimagine schools and created a need for teacher…
Descriptors: Faculty Development, Electronic Learning, Communities of Practice, Instructional Leadership
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Foster, Elizabeth – Learning Professional, 2021
As the COVID-19 pandemic continues, educators, students, families, and community members are seeking ways to ensure students' needs are met across a range of academic, social, and emotional considerations. They are also looking ahead to the future, recognizing there may be opportunity for innovation after the last 18 months reset expectations for…
Descriptors: Educational Trends, Futures (of Society), Student Attitudes, Teacher Attitudes
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Hirsh, Stephanie; Ben-Isvy, Jonathan – Learning Professional, 2021
Chicago Public Schools made it a priority to make high-quality, grade-level instructional materials available to all teachers and students and provide effective curriculum-based professional learning to support successful implementation. During the early planning phase, several Chicago district leaders came across "The Elements: Transforming…
Descriptors: Public Schools, Instructional Materials, Curriculum Implementation, Educational Change
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Yoder, Pam; Roome, Jim; Robinson, Mia; Reed, Roberta; Eyolfson, John – Learning Professional, 2021
Three schools spent time learning together in a Learning Forward Colorado Summer Institute focused on Learning Forward's book "Becoming a Learning System" (Hirsh et al., 2018). The book and the sessions with co-author Frederick Brown provided the blueprints and tools for building-based educational leaders to navigate a process for…
Descriptors: Leadership Training, Communities of Practice, Educational Change, COVID-19
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Pride, Kiffany – Learning Professional, 2021
The COVID-19 pandemic has underscored the longstanding pattern of lower scholastic performance among marginalized groups of students negatively impacted by poverty, disability, and race. The perception among educators and citizens continues to be that practices around equal rights equate to provisions related to equity. In Arkansas, the unknown…
Descriptors: Instructional Leadership, Equal Education, COVID-19, Pandemics
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Volk, Aimee – Learning Professional, 2021
Over the last several years, the West Fargo Public Schools district (North Dakota) came to realize its English language arts resources needed an overhaul. The books students were reading in class and the discussions classes were having were not reflective of the student body. What is the purpose for requiring all students to read a specific text?…
Descriptors: Public Schools, School Districts, English, Language Arts
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Tyra, Serena; Sherman, Brandon; Teemant, Annela – Learning Professional, 2021
Coaches play integral roles in many schools' learning cultures, but they often find their entry into coaching life disorienting and difficult. Educators typically take on the mantle of coach because they were successful as teachers, and they may have limited experiences working with adult learners. For new coaches, having access to the support and…
Descriptors: Coaching (Performance), Elementary School Teachers, Urban Schools, Observation
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