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Articles 1 - 4 of 4
Full-Text Articles in Education
Doctor Of Education Newsletter 2020, Renee M. Lemieux, Lisa K. Brichacek, Derrick Chaison, Scott A. Fillman, Barbara Holmes, Matthew J. Leisen, Devon L. Luthens, Shauna J. Mayer, Dejuanna M. Parker, Theresa Stolpa, Danielle E. Tamke, Erica Washington, Kent Willis, Shelley M. Wolfe
Doctor Of Education Newsletter 2020, Renee M. Lemieux, Lisa K. Brichacek, Derrick Chaison, Scott A. Fillman, Barbara Holmes, Matthew J. Leisen, Devon L. Luthens, Shauna J. Mayer, Dejuanna M. Parker, Theresa Stolpa, Danielle E. Tamke, Erica Washington, Kent Willis, Shelley M. Wolfe
Education Doctorate Newsletters
WSU Doctor of Education Cohort 2020
This newsletter was created by the second Education Doctorate graduate student cohort 2020.
Doctor Of Education Newsletter 2019, Donavan Bailey, Brooke Boulton, Bryan Boysen, Richard Breuninger, Kara De La Fosse, Amanda Durnen, Nichelle Guillaume, Sam Jones, Joe Mollner, Carson Perry, Meghan W. Sinning, Susan Webber
Doctor Of Education Newsletter 2019, Donavan Bailey, Brooke Boulton, Bryan Boysen, Richard Breuninger, Kara De La Fosse, Amanda Durnen, Nichelle Guillaume, Sam Jones, Joe Mollner, Carson Perry, Meghan W. Sinning, Susan Webber
Education Doctorate Newsletters
WSU Doctor of Education Inaugural Cohort 2019
Winona State University has an astounding reputation for educational practitioner preparation programs in the College of Education. As the summer of 2019 commences, a new journey begins for the inaugural cohort of doctoral students who embark on their quest to obtain Doctor of Education degrees.
The Coaching Principal: Building Teacher Capacity Through The Texas Teacher Evaluation And Support System (T-Tess), Nathan R. Templeton, Kent Willis, Lavelle Hendricks
The Coaching Principal: Building Teacher Capacity Through The Texas Teacher Evaluation And Support System (T-Tess), Nathan R. Templeton, Kent Willis, Lavelle Hendricks
Education Doctorate Faculty Works
In response to mandates from the United State Department of Education, Texas revamped its educator evaluation systems to better support teacher professional growth. This best practice research informs practitioners of strategies to build teacher capacity through the leadership coaching attributes necessary for effective implementation of the Texas Teacher Evaluation and Support System (T-TESS).
Citation: Templeton, N., Willis, K., & Hendricks, L. (2016). The Coaching Principal: Building Teacher Capacity Through the Texas Teacher Evaluation and Support System (T-TESS). International Journal of Organizational Innovation, 8(4).
A Principal Leadership Framework For Enhancing Teacher Practice Through Coaching With Emotional Intelligence, Nate R. Templeton, Richard Hammett, Gary Low, Melissa Arrambide, Kent Willis
A Principal Leadership Framework For Enhancing Teacher Practice Through Coaching With Emotional Intelligence, Nate R. Templeton, Richard Hammett, Gary Low, Melissa Arrambide, Kent Willis
Education Doctorate Faculty Works
Beginning with the 2016-2017 school year, the Texas Education Agency (TEA) has mandated school principals begin appraising teachers the new Teacher Evaluation and Support System (T-TESS). Central to this new instrument is the necessity for principals and other appraisers to improve professional practice through the reciprocal interaction, open dialogue, and continuous learning inherent to coaching. While the T-TESS rubric provides a structured process for the TEA’s vision of what coaching should look like, that vision lacks the inclusion of the soft skills we know are needed for effective success coaching and healthy school environments. In this article, we fill the …