A Professional Development Model: Lessons Learned
Wednesday, May 19, 2010, 12:30 p.m. – 1:30 p.m. (Eastern)
In order for professional development related to content-area learning for ELLs to really pay off, what are the critical factors at the district, school, and classroom levels that need to be addressed?
This web briefing describes a professional development project The Education Alliance has initiated with three Massachusetts urban school districts. Under a 5-year Title III grant, Alliance staff are working with secondary content-area teachers in the three districts to enhance their teaching practice as it relates to English language learners. Now in its third year, the project has had successes, and staff have learned some lessons, leading to project modifications. Presenters from the Alliance's Equity and Diversity division share their successes and lessons learned about critical factors at the district, school, and classroom levels to be addressed for professional development to be relevant and effective. Archived webinar and materials >>
Thursday, February 25, 2010, 1:00 p.m. – 2:00 p.m. (Eastern)
Research now shows that school climate is directly associated with student achievement. To leverage this research, The Education Alliance held a discussion about the question, "Which factors, among the many that constitute school climate, are more likely to support student achievement?"
Many educators focus on school safety when thinking about this topic. In addition to school safety, this web briefing focuses on other climate factors essential to achievement, including: social-emotional learning (SEL), student engagement, and cultural proficiency. Specific examples of urban, rural, and suburban district efforts to improve school climate and their outcomes are provided. School climate is now part of federal funding guidelines in both "Race to the Top" and Title I. Information about these guidelines is included. Archived webinar and materials >>
What Needs to be in Place for Effective Professional Development for Teachers of English Language Learners?
Wednesday, October 28, 2009, 1:00 p.m. – 2:00 p.m. (Eastern)
Many districts request professional development to help teachers build knowledge and skills to teach English language learners. How can we maximize the effectiveness of this professional development? New England Equity Assistance Center staff presented processes and tools they have found helpful in gauging the readiness of districts and schools to offer effective professional development within a comprehensive program that fully addresses the academic, linguistic, and cultural needs of English language learners. Archived webinar and materials >>
Wednesday, October 14, 2009, 12:30 p.m. – 1:30 p.m. (Eastern)
As state and district leaders seek funds to improve teaching and learning or to turnaround low performing schools, they need to clearly define their needs; specify the data that establishes the parameters of their needs; and develop a viable approach for mobilizing local resources, data, and partners to address their goals. Evaluators can serve as a critical and often free resource during the grant writing and program design effort. Specifically, evaluators bring valuable expertise, tools, methods, and approaches to determining the alignment between the interventions or strategies employed and the ultimate goals of a program as funded.
In this webinar, research and evaluation specialists from the Alliance discussed how to specify program parameters, define measurable benchmarks and indicators, document and inform implementation, and provide data to demonstrate program outcomes. While funders are interested in knowing how, why, or if educational programs or interventions are effective for their own purposes, educators find this information especially important as they strive to address the critical learning needs of their students. Archived webinar and materials >>
Wednesday, June 10, 2009, 12:30 p.m. – 1:30 p.m. (Eastern)
You have a district improvement plan, your schools have school improvement plans, and there is a district strategic plan. However, how confident are you that those plans directly and systemically address the issues and challenges that might be impeding student achievement? Through a grant from the U.S. Department of Education, The Education Alliance has developed a one and a half day process for ensuring that district and school improvement efforts are: systemic, strategic, inclusive, and sustainable. Archived webinar and materials >>
Wednesday, May 20, 2009, 12:30 p.m. – 1:30 p.m. (Eastern)
Students cannot meet standards in the content areas without strong literacy skills. Yet, content area educators traditionally have not been trained to teach literacy. A number of schools have found success in meeting this challenge. Hear about what’s working, why, and resources available to you. Archived webinar and materials >>