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Fugnitto, Gina; Stuart, Kelly – Learning Professional, 2021
Teacher professional learning is often disjointed and not aligned with the curricula teachers use in daily instruction. This lack of preparation has led to fragmented approaches to teaching young students to read, in part because initiatives lose momentum, teachers modify the instruction beyond recognition, and programs are soon eclipsed by newer…
Descriptors: Coaching (Performance), Faculty Development, Teacher Empowerment, Teacher Competencies
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
Baker, Jill A.; Bloom, Gary S. – Learning Professional, 2017
Many principal supervisors in the United States work in relative isolation and experience no professional development designed to support them. Over the past four years, the role of principal supervisor in Long Beach Unified School District in California has shifted from compliance and at-a-distance supervision practices to a deeply rooted…
Descriptors: Principals, Problem Solving, Management Development, Capacity Building