Aligning Professional Development with School Needs

Autor/in	Reed, Peter
Titel	Aligning Professional Development with School Needs
Quelle	In: Principal Leadership, 10 (2010) 8, S.62-64 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Feedback (Response); Professional Development; Leadership; Coaching (Performance); Mentors; Reflection; Evaluation; Educational Improvement; Outcomes of Education + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Evaluierung; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg
Abstract	Growth opportunities have benefited thousands of successful leaders, so school leaders short on time and funds might consider purposefully and intentionally incorporating some of the concepts into their practice through collegial coaching. Although it takes discipline and a willingness on the part of leaders to share in one another's growth for the benefit of their students, collegial coaching with a leadership team models effective professional development behavior for teachers and others. Collegial coaching allows educators to experience on-the-job feedback to improve their practices. In this article, the author discusses collegial observations and coaching and describes how collegial coaching can be based on a performer's reflective review of a situation or event. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10