Education Commons^™

Tools, Tips, And Tricks For Beginning Teachers, Kimberly Lilley, Regina Lineback, Brad Rhew, Elia Spencer

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

Tools, Tips, and Tricks for Beginning Teachers is a professional learning module (PLM) that supports the growth and development of beginning teachers. The topics reviewed in this PLM include classroom management, collaboration, instructional strategies, and student engagement. The strategies included in this PLM are research-based and support the Beginning Teacher Standards, Professional Teaching Standards, and Beginning Teacher Standards for Science Education. As you proceed through the PLM, you will have opportunities to consider your current or planned practices in each of the focus areas and select new tools, tips, or tricks that can be applied to your classroom practices.

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Efficacy, Attitudes, And Collaboration Of Co-Teaching For Middle School General And Special Educators, Ellenita Blanton

Doctor of Education Dissertations

The purpose of this mixed methods study was to investigate how general and special educators’ attitudes, efficacy, and collaboration promote co-teaching relationships that benefit exceptional students in urban middle schools. The impacts of co-teaching on the attitudes, efficacy, and collaboration of secondary teachers were explored. A questionnaire was distributed to general and special education teachers, and focus groups were held. The methodology included using a quantitative phase and a qualitative phase research design to collect the data. The quantitative measure used was surveys. Participants, who were qualified, were chosen for the interview and focus group portions of the study. In …

Trauma Informed Leadership: Leading Through The Chaos, Christina Ruegamer, Joan T. Dorsey, Laine Smith, Megan G. Robertson

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this professional learning module is to create and promote trauma-informed leadership. Throughout the module, leaders will also learn about the six trauma-informed principles on establishing a trauma-informed site. The design of this professional learning module is to prepare leaders in addressing situations involving trauma at their site. This module can be used individually for leadership training and/or professional development. It should take one to two hours to complete. Once the training is completed, an assessment will be given. Upon successful completion of the assessment with a score of 80% or higher, a certificate will be provided via …

Data-Driven Plcs, Camey Whitt, Desirae Ball, Jodi Witherspoon

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this professional learning module is to explore how PLCs can be strengthened by using data to support student learning. The goals of this professional learning module is that educators will understand and embrace the three big ideas that drive the work of an effective PLC: A Collaborative Culture, A Results Orientation, and A Focus on Learning.

Educators will develop the shared roles, responsibilities, and relationships within a PLC. Educators will be able to establish and measure the success of SMART goals that align with school and district goals. Educators will be able to answer the following four …

Taking The Lead: Enhancing Student Learning And Professional Collaboration Through Action Research, Meredith Lynch, Lindsey Weycker

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this module is:

To empower teachers in leadership development and leadership roles

To foster mutual respect and communication between adults working together

To encourage action research as a daily classroom practice

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Mentoring Novice Teachers, Jessica Floyd, Kendra Lynn, Lisa Mccullough, Chandra Morrow

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this module is to explore key foundation skills necessary for successful mentoring of novice teachers. Participants who utilize this module will learn the four essential components of successful mentoring--building trust, communication and collaboration, meeting the needs of diverse learners through cultural responsiveness, and building ownership, through student data. This module was developed for mentors working with novice teachers, but the essential components addressed can also be applied to veteran teachers as well.

The learning module is intended for use by all educators.

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What If I Can't Plc?, Lindsay Lee, Audrey Moore, Angela Szakasits, Cynthia Wortham

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this learning module is to provide information for teachers and administrators to learn ways to overcome barriers to participate in PLCs. The goal of this learning module is to provide teachers and administrators with resources to employ facilitation skills, create trust among colleagues, develop collective wisdom, build ownership, and take action to support student learning.

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Our Collaborative Team, Roberta Callaway, Laverne Chestnut, Jeffery Waters

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This module is designed to help you recharge your knowledge about PLCs and refine your understanding of how a PLC team can function more effectively. As teachers collaborate in PLC meetings, a culture of commitment, willingness to change, and accountability emerges as instructional leaders develop common assessments, study data, and create opportunities for higher levels of student achievement. An effectively functioning team can lay the groundwork for tackling challenges and embracing the rewards of student learning success.

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The Impact Of Instructional Rounds Professional Development On Teacher Self-Efficacy, Melessa B. Widener

Education Dissertations and Projects

The purpose of this study was to determine the impact of instructional rounds professional development on teacher self-efficacy. The scope of this study was a qualitative case study including interviews with teachers who had participated in instructional rounds professional development in a rural district in the foothills of North Carolina. The methodology included interviews with two teacher leaders from all elementary schools implementing Responsiveness to Instruction (RtI) and teachers at the Early College who participated in instructional rounds professional learning through the New Schools Project. The findings include teachers' quotes from the transcriptions of the interviews as supporting the research …