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September 08, 2015

A Few Ideas for Flipped Faculty Meetings

Within-school variability, when it comes to teachers expertise, is an issue in most schools. Here are a few ways that the flipped faculty meeting can help build teacher efficacy, and minimize the within-school variability.

August 24, 2015

3 Reasons Why Teachers Should Film Themselves Teaching

Teachers should video themselves teaching for many reasons, but here are 3 of the most powerful. Sadly, because of hostile school climates, many teachers will never be able to use the process for everything it's worth.

August 12, 2015

Leaders: Do You Lack Follow-Through?

When it comes to improvement, there needs to be a focus on whether co-constructed goals are met, but often leaders fall down when it comes to following through.

August 10, 2015

Do We Really Want Feedback?

There is a lot of great research around the topic of effective feedback. But is feedback something we really want?

August 02, 2015

What Are the 'Big 4' in Teaching and Learning Observations?

Observations on teaching and learning are one of the most important places for principals and teachers to create a partnership, but it doesn't always happen. For principals who want to take the process seriously, there are 4 areas to focus on.

July 14, 2015

Have You Been Teaching the Same Grade Too Long?

We may think the best grade we ever taught is the one we are teaching in now, when the best grade we ever taught may end up being the one we were afraid to try.

May 11, 2015

3 Reasons Why Your Observations May Be a Waste of Time

Teacher observations should be one of the most important jobs completed between a leader and teacher, but there are 3 reasons why they are typically a waste of time.

March 29, 2015

Leaders: Are Your Teacher Observations Active or Passive?

Too many observations result in passive conversations and very little learning. Principals need to approach observations like an instructional coach, but are they prepared to do so?

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The opinions expressed in Peter DeWitt's Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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