Teaching is a complex endeavor, and the pandemic era stretched teachers to their limit, leaving them in need of supports that ignite both their passion and capacity. The typical top-down mandates found in many schools need to be replaced with processes that meet teachers where they are, helping them grow so their students can grow, too. Ann…

Beginning teachers need high-quality induction supports to transition successfully into the teaching profession. The last three decades have seen the evolution of comprehensive induction programs to meet the support needs of teachers in their first three years of teaching as they take on ever varied roles in the school system. Central to an…

In professional learning, just as in architecture, form follows function. Although professional learning designs are vitally important, they cannot be where we begin in our planning. Purpose -- our why -- must be our starting point in designing any professional learning experience. Educators who begin by attending to the questions, "What do…

Hiring practitioners as faculty is not a novel practice in higher education. In their decision to shift from the private sector to the classroom, many practitioners enter the professoriate with little to no formal training in pedagogy. The question for faculty developers is how might Teaching and Learning Centers (TLCs) bridge this gap from…

How do faculty developers orient their new faculty to the available university services, networking opportunities, and the requirements for teaching, research, and service? What examples exist to help faculty developers facilitate professional development opportunities in convenient and flexible learning environments? After the traditional…

Culturally responsive teaching uses the racial and/or ethnic backgrounds and the lived experiences of students from marginalized communities as educational bridges to new instructional content. One of the goals of culturally responsive teaching is to develop, strengthen, and expand students' cultural competence skills. As researchers explore…

School administrators can take specific actions in the areas of goal setting, professional development, performance feedback, and collective teacher efficacy, which will increase teacher motivation. Positive relationships among staff, and between staff and administration, can be a product of a leader's actions in regards to these areas. This safe…

An assessment framework was developed and implemented for UCLA's science general education (GE) program that combined overall program goals, individual course improvement, and faculty engagement. Specifically, the framework targeted (a) developing institutional goals for GE courses, (b) ensuring alignment of individual course learning outcomes…

While the majority of U.S students are children of color, only 20% of teachers are people of color. What's more, 40% of the nation's public schools do not have a single teacher of color on record. Research shows that all students, regardless of race or ethnicity, benefit socially, emotionally, and academically from a diverse teacher workforce.…

Among the things that will be remembered about the year 2020 are phrases like "You're still on mute" and "Can I share my screen?" They are emblematic of how educators have been challenged to navigate uncharted waters of remote learning and overnight technological adaptation. To quote another phrase that will be remembered as a…

To advance education, it is important to also innovate the ways we support the teaching profession. By thinking creatively as we address the challenges of teacher turnover and development, we can improve student achievement.

To create a coaching culture, school leaders have to make it a priority and support coaching at every level, and continuously. This article offers five "dos" and four "don'ts" for school leaders on how to support coaching at their schools, highlighting topics such as professional development for coaches, scheduling time for…

Purpose: This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy. Design/methodology/approach: The paper is…

Partnerships among professionals within urban school districts and teacher preparation programs are necessary to address teacher shortages through innovative and sustained professional learning from initial clinical experiences through induction (Yendol-Hoppey & Hoppey, 2018). A collaborative model of teacher preparation was envisioned and…

Many school leaders are committed to providing coaching to teachers, but coaching doesn't come together in their school because they haven't taken time to communicate a clear definition of coaching to the school and, especially, set up a clear structure for a coaching program. Aguilar, an education consultant and respected author on coaching,…