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Direct linkHolly N. Johnson; Ya-yu Lo; Benjamin Ade-Thurow – Beyond Behavior, 2025
Opportunities to respond (OTR) offer a useful approach to actively engage all students, including those with emotional and behavioral disorders, by enhancing their learning experiences and effectively reducing student problematic behavior due to lack of academic engagement. In this article, we discuss common challenges faced by teachers in…
Descriptors: Teaching Methods, Learner Engagement, Student Behavior, Barriers
A. Keith Young; Judith Mendoza Jimenez – Learning Professional, 2025
Feedback is essential for learning and a key component of career-long growth. Tailoring feedback formats is important to meet educators' unique needs and stages of development. Drawing on the authors' professional practice, three categories of feedback are defined and illustrated: (1) rapid response formats; (2) moderate engagement formats; and…
Descriptors: Feedback (Response), Teachers, Faculty Development, Methods
Katy Myers – Learning Professional, 2025
Students have powerful but underutilized perspectives on the impact of educators' professional learning. When students are directly engaged in providing feedback, they can offer unique insights into how professional learning translates into classroom practice and affects their learning experience. Incorporating student feedback also helps…
Descriptors: Student Participation, Feedback (Response), Faculty Development, Teacher Effectiveness
Download full textJ. Pierce; A. Peterson; B. Davis; L. Berry Kuchle – National Center for Systemic Improvement at WestEd, 2025
This tip sheet introduces a three-step coaching cycle focused on strengthening implementation of effective instructional strategies. It offers practical guidance for applying the coaching cycle to strengthen teacher practice and improve student outcomes. By understanding each step of the coaching cycle, coaches and those who train or support them…
Descriptors: Coaching (Performance), Teacher Educators, Teacher Student Relationship, Faculty Development
Gillingham, David – BU Journal of Graduate Studies in Education, 2023
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…
Descriptors: Beginning Teachers, Teacher Orientation, Training, Mentors
Feirsen, Robert; Weitzman, Seth – Educational Leadership, 2021
Leaders have three classic responses to discord. Authors Robert Feirsen and Seth Weitzman call them the 3 "A's"--avoidance, attack, and addressing. They make the case that the third one--addressing conflict--is the healthiest way for leaders to solve problems and promote a positive school culture.
Descriptors: Conflict Resolution, Educational Improvement, Principals, Instructional Leadership
Billie Harrington – Journal of Faculty Development, 2024
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…
Descriptors: Faculty Development, Teacher Effectiveness, College Faculty, Teaching Methods
J. Pierce; B. Davis; L. Berry Kuchle; A. Peterson; K. Nagle – National Center for Systemic Improvement at WestEd, 2025
This tip sheet outlines four research-based coaching practices that have been linked to improved teaching and learning when used within a recursive and job-embedded coaching cycle. The practices include alliance strategies (also known as relationship-building strategies), observing, modeling, and providing performance feedback. By understanding…
Descriptors: Coaching (Performance), Teacher Educators, Faculty Development, Teacher Student Relationship
Becky Tugman; Lauren E. Stephens; Taimi Olsen; Alfred E. Bundrick – To Improve the Academy, 2025
Peer observation of teaching (PoT) is a recognized evaluation tool. However, faculty concerns persist regarding bias, beneficial feedback, and lack of peer observer training. While faculty desire to provide quality and equitable reviews, many higher education faculty peers have little expertise in conducting observations and evaluations. This…
Descriptors: Peer Evaluation, Faculty Development, Formative Evaluation, Summative Evaluation
Jennifer Lalitha Flaubert, Rapporteur; Adrienne Formentos, Rapporteur; Erin Hammers Forstag, Rapporteur; Forum on Advancing Diagnostic Excellence, Contributor; Global Forum on Innovation in Health Professional Education, Contributor; Board on Global Health, Contributor; Board on Health Care Services, Contributor; Health and Medicine Division, Contributor – National Academies Press, 2025
Diagnostic errors are a significant patient safety concern, impacting millions of people across the United States each year. Strengthening education and training for all health care professionals involved in the diagnostic process is essential to improving diagnostic accuracy, timeliness of treatment, and patient outcomes. In April 2025, the…
Descriptors: Allied Health Occupations Education, Teaching Methods, Clinical Diagnosis, Feedback (Response)
Hall, Celine Santiago; Williams, Nikki – Online Journal of Distance Learning Administration, 2020
Whether in business or education, leadership should always take steps to prepare employees for increasing responsibilities and future leadership roles. Continuous leadership training helps ensure employees are prepared to lead their classrooms as well as step into future leadership roles with confidence. Cultivating faculty leadership has numerous…
Descriptors: College Faculty, Faculty Development, Leadership Training, Virtual Universities
Kunemund, Rachel L.; Kennedy, Michael J.; Carlisle, Lindsay M.; VanUitert, Victoria J.; McDonald, Sean D. – Journal of Special Education Technology, 2022
All teachers need ongoing coaching that helps them recognize areas of strength and need for teaching students with disabilities. Unfortunately, the amount, quality, and speed with which teachers receive feedback from coaches, administrators, mentors, or other instructional leaders on their academic and behavior management practices is limited. In…
Descriptors: Faculty Development, Feedback (Response), Multimedia Materials, Coaching (Performance)
Lein, Jo – Learning Professional, 2022
Fishbowl coaching is where a coach and a teacher engage in a coaching session while other coaches observe the live interaction. While the conversation is happening, the other coaches take notes and prepare feedback to share after the conversation. Coaches learn from each other about how to structure and lead meaningful conversations that they can…
Descriptors: Coaching (Performance), Feedback (Response), Peer Teaching, Faculty Development
Mark Matthew Buckman; Wendy Peia Oakes; Kathleen Lynne Lane; David James Royer; Eric Alan Common; Amy Briesch; Grant Edmund Allen – Intervention in School and Clinic, 2024
There are many integrated Multi-tiered Systems of Support (iMTSS), which we refer to as integrated-tiered systems. These systems hold benefits for students with disabilities, as such systems have the potential to facilitate inclusion and focus the collective expertise of educators committed to meeting students' multiple needs. The Comprehensive,…
Descriptors: Multi Tiered Systems of Support, Students with Disabilities, Inclusion, Well Being
Kenneth Holman; Matthew T. Marino; Trey Vasquez; Michelle Taub; Jessica H. Hunt; Yacine Tazi – Journal of Special Education Preparation, 2024
Integrating Artificial Intelligence-Powered Personalized Learning (AI-PPL) in special education teacher preparation represents a shift toward tailoring educational experiences to meet the unique needs of preservice teachers and students with disabilities. This article explores the implementation of AI-PPL tools in teacher preparation programs,…
Descriptors: Artificial Intelligence, Special Education, Individualized Instruction, Preservice Teacher Education
