In Professional Learning for Coaches, One Size Doesn't Fit All

Autor/inn/en	Murrow, Kathryn; Leis, Betsy
Titel	In Professional Learning for Coaches, One Size Doesn't Fit All
Quelle	In: Learning Professional, 43 (2022) 2, S.30-35 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-194X
Schlagwörter	Faculty Development; Coaching (Performance); Public Schools; Individualized Instruction; Social Emotional Learning; Florida + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Individualisierender Unterricht
Abstract	Although instructional coaches are deeply committed to continuous improvement, they rarely have access to professional learning themselves. Rarer still is differentiated professional learning that meets coaches where they are in their careers and their professional growth. Just as Florida's Orange County Public Schools accentuates the importance of differentiated instruction for students, instructional coaches need to have professional learning designed to provide them with strategies and structures tailored to their needs and levels of experience. The authors discuss differentiated professional learning that is grounded in the district's teaching and learning framework. It uses scaffolds and accelerated learning principles to improve instructional support and is designed with adult and student social and emotional learning (SEL) needs in mind. The three tracks offered in this framework include: (1) emerging coaches; (2) advanced coaches; and (3) administrators. The authors explain the content of each of these tracks, including each track's main deliverable: an artifact generated by participants as a result of the learning that demonstrates mastery of content and application of learning in a relevant context. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01