Learning Resources

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Category: TEACHERS

Category » TEACHERS

  • Improving Teacher Quality: A Guide for Education Leaders

    2/16/14 - Laine, Sabrina; Sherratt, Ellen; Lasagna, Molly

    Improving Teacher Quality: A Guide for Education Leaders addresses the specific roles education leaders have in ensuring that each classroom has the most effective teacher. Each chapter is tailored to an individual audience and focuses on the key policies they can influence. Improving Teacher Quality includes vignettes, strategies, and realistic action steps to give readers a jumping off point to begin what can seem like an overwhelming endeavor. Every chapter ends with a checklist to...

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    Including Preservice Special Education Teachers in Professional Development: Schools Challenges and Possibilities

    1/29/10 - Rosenberg, M. S., Brownell, M., McCray, E. D., deBettencourt, L. U., Leko, M., & Long, S.

    Understanding what is involved in implementing special education teacher preparation in Professional Development Schools is important to crafting effective partnerships between school faculty and teacher educators. Learn more about developing partnerships that are responsive to these preservice teachers’ needs.

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    Induction: A Brief Introduction for Beginning Special Education Teachers

    1/12/10 - National Center to Inform Policy and Practice

    Research suggests that strong induction and mentoring programs help novice special education teachers succeed during their first years of teaching. Many school districts have formal and informal induction programs. Learn more about the features of strong induction support in this Brief.

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    Inquiry-Based Science: A Dynamic Approach to Developing 21st Century Skills

    11/11/13 - Hammerman, Elizabeth

    In the 2013 Next Generation Science Standards (NGSS), the term "inquiry" is included in the dimension called Practices. This broader term better specifies the range of cognitive, social, and physical practices that characterize what scientists use to investigate and build models and theories about the world. It emphasizes the expectation that students will engage in the practices of science rather than learning about them secondhand.

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    Instructional Challenges: Understanding the Needs of Novice Special Education Teachers

    1/20/10 - Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M.

    Understanding the challenges that novice special education teachers encounter provides important information for administrators as they consider policies and procedures that support new teacher induction. Find out how administrators can help novice special education teachers address instructional challenges.

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    Instructional Decision-Making Procedures: Ensuring Appropriate Instruction for Struggling Students

    1/1/10 - Bryant, Diane Pedrotty

    The purpose of this booklet is to provide campus-based administrators and educators with procedures for ensuring appropriate instruction for students struggling with reading, mathematics, and behavior, and for students who are English language learners (ELL). The procedures in this booklet can be used by educators and school teams to identify effective instructional practices and interventions to reduce referrals to special education.

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    Instructional Models and Strategies for Teaching English Language Learners

    1/24/10 - Ani C. Moughamian, Mabel O. Rivera, David J. Francis

    While some states (Arizona, California, Florida, and Massachusetts) have passed laws detailing the types of educational programs available to English language learners, others have not. Teachers who have not been trained to work with ELLs must make decisions about the types of instructional programs and strategies they will offer these students. This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners.

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    Intervention: Ladders to Literacy (Adolescent Literacy)

    1/31/10 - What Works Clearinghouse

    Based on two studies, the WWC considers the extent of evidence for Cooperative Integrated Reading and Composition® on adolescent learners to be medium to large for the comprehension and general literacy achievement domains. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of Cooperative Integrated Reading and Composition® on adolescent learners in the alphabetics or reading fluency domains.

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    Intervention: Ladders to Literacy (Early Childhood Education)

    1/31/10 - What Works Clearinghouse

    Based on two studies, the WWC considers the extent of evidence for Ladders to Literacy on preschool children to be medium to large for oral language and small for print knowledge, phonological processing, and math. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of Ladders to Literacy on preschool children in the early reading/writing or cognition domains.

  • Leadership and Lattices: New Pathways Across the Teaching Profession

    8/1/13 - Doyle, Daniela

    Teachers need career pathways that provide new challenges and sustained opportunities for leadership without leaving the classroom. Better opportunities for leadership and innovative pathways help to increase the retention of strong teachers. Although few such programs existed several years ago, a growing number of states, districts, charter schools, and other organizations have recently introduced some kind of teacher-leader program.

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    Learning how much quality is necessary to get to good results in children

    1/9/10 - National Center for Research on Early Childhood Education,

    "How good does an early childhood program have to be in order to achieve school readiness outcomes for children? This is known as the “threshold question,” and policy makers and others have wanted an answer to this question since the onset of public investments in early care and education (ECE) programs. With expansion of Head Start and pre-kindergarten programs for three- and four-year-old children, this question is getting even more attention."

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    Let's Try: A Marketed Bibliography

    1/14/10 - Ferguson, Dianne

    This idea of a marketred bibliography involves persuading others to read and talk about new ideas by making it attractive and enticing – by “marketing” your task to them the way commercial companies market their products to entice us to buy them.

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    Let's Try: Kindergarten Books

    1/14/10 - Ferguson, Dianne

    Welcome books have pictures of the principal, secretaries, Kindergarten teachers, lunchroom manager, librarian and janitors – everyone that a new student needs to get to know. Under each picture, the duties or responsibilities of each person are listed, and how their duties relate to the child. The book can include whatever will help the student familiarize themselves with the new school. It could include maps of the school or community, description of special school events or routines...

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    Let's Try: Mentors

    1/14/10 - Ferguson, Dianne

    The mentors strategy teams up more familiar and comfortable family members with those who need some help getting to know the system. It’s best to match up family members who share similar cultural and/or language background. Teachers or other school personnel can be mentors as well, but family-to-family is often the most successful.

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    Let's Try: Mini Surveys

    1/14/10 - Ferguson, Dianne

    Learning what families think about the school and their children’s progress is important information for school personnel, and we need to work harder to gather it! So, instead of sending home a long survey, use opportunities when family members are already present in the school to collect their responses on a couple of survey questions that they can complete quickly and move on.

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    Lets Try: Community Options

    1/14/10 - Ferguson, Dianne

    This idea comes in two parts: (1) create a Community Assets Map, and (2) begin to schedule school meetings and events in community locations.

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