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Direct linkOnchwari, Grace; Keengwe, Jared – Early Childhood Education Journal, 2010
Educational reform policies such as the No Child Left Behind Act continue to place great demands on teachers. Additionally, educational reform policies such as this imply the need for continuous professional development activities that enhance teacher qualifications, especially for practicing teachers. This study examined the effectiveness of a…
Descriptors: Mentors, Program Effectiveness, Educational Change, Emergent Literacy
Maxwell, Denise – ProQuest LLC, 2011
A national report by The Teaching Commission (2004), entitled "Teaching at Risk: A Call to Action", highlighted the significance of professional learning by teachers. Requirements outlined by the Annual Yearly Progress (AYP) component of the No Child Left Behind Act (NCLB, 2001) have emphasized the demands for high-quality professional…
Descriptors: Coaching (Performance), Elementary School Teachers, Instructional Improvement, Instructional Effectiveness
Download full textBulgakov-Cooke, Dina; Baenen, Nancy R. – Wake County Public School System, 2011
Instructional strategies aimed at improving achievement of low performing student subgroups in need of support were selected by the District Improvement Advisory Committee, so that WCPSS could exit District Improvement status. Impact of each initiative, which often included teacher training and coaching is examined in this implementation report.…
Descriptors: Program Implementation, Improvement Programs, County School Districts, Educational Legislation
Tennessee Department of Education, 2012
In the summer of 2011, the Tennessee Department of Education contracted with the National Institute for Excellence in Teaching (NIET) to provide a four-day training for all evaluators across the state. NIET trained more than 5,000 evaluators intensively in the state model (districts using alternative instruments delivered their own training).…
Descriptors: Video Technology, Feedback (Response), Evaluators, Interrater Reliability
