Professional learning may be the most significant when the teacher feels fundamentally challenged and questioned about their practices, beliefs, or identities. In this paper, the elements that cause such fundamental challenges and questions -- disruptions -- are called 'disruptive hooks'. In the process of addressing such disruptive hooks,…

Professional development (PD) for school leaders is focused primarily on documenting professional learning and identifying growth areas. However, the impact of reflections related to PD on sustaining school leaders' instructional capacity remains rather unaddressed. We examined how practicing school leaders develop their instructional leadership…

Professional development (PD) can support science teachers to learn about instructional reforms, but more work needs to be done on broadening our understanding of how specific PD activities support teacher learning. One understudied PD activity is the "student hat": when teachers engage in student learning activities while considering…

This study was conducted to explore the expectation of prospective teachers from the practice of lesson study model. It was a qualitative study in which multiple case studies design was utilized for investigation. All prospective teachers of the four years Bachelor of Science program and cooperative teachers constituted the population of the…

This qualitative case study explored the experiences of a digital technology (DT) coach over the duration of a school year, as she forged her role and sought to support elementary teachers' abilities to integrate technology in instruction across the curriculum. In a school district in Ontario, Canada, the DT coach engaged teachers in…

Drawing on the literature on infrastructure for implementing instructional improvement, the authors explain the role of three infrastructural pillars for reading instruction. They discuss how curriculum, professional development, and leadership are mutually supportive, thus illuminating the pillars for reading reform at the classroom, school, and…

At all times, but especially in today's shifting contexts created by the COVID-19 pandemic, teachers benefit from differentiated professional learning support. One way school leaders can ensure such support is to nurture a culture of coaching. By embracing instructional coaching and establishing it as part of the school culture, leaders can help…

As the complex responsibilities of principals and teachers expand, the need for effective professional development (PD) is greater than ever. This quantitative study examines the PD needs of schools and the relationship between PK-12 and Institutions of Higher Education (IHEs), as perceived by principals, identifying areas for collaboration.…

Higher education faculty receive assistance with their instruction, often through teaching or faculty development centers. Instructional consultations, offered by teaching centers, help to examine and analyze teaching to establish areas of improvement. This study examined the perceptions and experiences of higher education faculty who participated…

Professional development is the essential part of education. Rapid development globaly, technology dominated our life. Language teaching and learning was mainly shaped by the digital mode and this necessiates teacher educators to relay on webinars to maintain professional exchange and networking during pandemic. Even after, it seems that webinars…

The impact of the pandemic on student learning was significant and widened pre-existing achievement gaps for historically disadvantaged students. To provide insight on the most effective strategies that teachers and leaders can adopt, educators in three partner districts that have invested in improving classroom instruction as their primary lever…

Instructional reform in the United States is often accompanied by financial investment. Recent evidence suggests that such funding can improve educational outcomes; however, unexplained heterogeneity in the relationship between resources and outcomes has led to calls for research on the processes by which resources translate into instructional…

Tutors have an important teaching role in higher education (HE), but rarely receive professional development beyond one-off generic workshops or seminars. Any feedback on their teaching is typically in the form of an evaluation, rather than focussed on enhancing tutors' teaching practice. To address this gap, we devised a professional development…

This paper elaborates three leadership roles to turn school networks into vehicles for powerful learning and democracy. These leadership roles were identified through a review of four school networks, three in the Global South and one in the English-speaking world. The networks were selected for the availability of case studies about their…

Schools in India typically provide teachers with professional development in the form of workshops with a one-size-fits-all approach. However, a large body of international studies show this to be ineffective in transforming classroom practice, and the draft National Education Policy of India released in 2020 lists several shortcomings of current…