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Minor, Valerie; McGahey, Suzanne – Learning Professional, 2021
To help grow the capacity of their teachers to maximize the growth of their students, Keller (Texas) Independent School District used video to provide personalized professional learning to teachers across the career continuum, from new teachers to veteran teachers looking to improve their practice. Their decision to use video-based professional…
Descriptors: Video Technology, Coaching (Performance), Faculty Development, Teacher Leadership
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Ida Rekoi Kilcullen; Lucia Tabelual – Learning Professional, 2024
The mission of the Palau Ministry of Education is to ensure that their students will be successful in Palauan society and the world. Schools are the heart of Palau's communities, reflecting the rich culture of the nation. They incorporate a unique blend of traditional values and modern methodologies to support learning for the diverse and…
Descriptors: Foreign Countries, Video Technology, Coaching (Performance), Electronic Learning
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Joan Richardson – Learning Professional, 2023
This article describes the power of using a brief video clip during one-on-one coaching conversations, which provides teachers intense personal attention about the work that matters to them the most, as even 30 seconds of video can highlight teachers' effective practices. This idea emerged as the most influential component of the…
Descriptors: Video Technology, Time Factors (Learning), Visual Aids, Educational Technology
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DePiper, Jill Neumayer; Knotts, Angela; Seago, Nanette – Learning Professional, 2023
When the COVID-19 pandemic moved teaching and learning to remote and virtual spaces, teacher professional learning moved online as well. To create consistently high-quality teacher learning opportunities, many online asynchronous approaches need improvement, and they need to be tailor-made for the online setting. That was the authors' goal when…
Descriptors: Professional Development, Electronic Learning, Distance Education, COVID-19
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Fugnitto, Gina; Stuart, Kelly – Learning Professional, 2021
Teacher professional learning is often disjointed and not aligned with the curricula teachers use in daily instruction. This lack of preparation has led to fragmented approaches to teaching young students to read, in part because initiatives lose momentum, teachers modify the instruction beyond recognition, and programs are soon eclipsed by newer…
Descriptors: Coaching (Performance), Faculty Development, Teacher Empowerment, Teacher Competencies